Science Subject Intent

A high-quality science education provides a foundation for understanding the world, the ability to reason scientifically and a sense of enjoyment and curiosity about the subject. Science lessons are delivered as part of the curriculum offer. Objectives for lessons are underpinned by the National Curriculum. Science lessons are well planned and structured to ensure that new skills are learnt and imparted through effectively teaching a sequence of lessons.

Science Policy

“The science of today is the technology of tomorrow” (Edward Teller)

Policy Overarching Objective

We believe every child has the right to a high quality science education and that the skills children develop through science have a huge impact on many other areas of life and learning. Teaching in science reflects our curriculum intent of learning about the challenges the world is facing, have the inspiration to improve and preserve the future of our planet, and to live happy, healthy and kind lives, in the way that Jesus teaches us.

The aims and objectives of Science are in line with the National Curriculum and enable children:

To develop scientific knowledge and conceptual understanding through study of biology, chemistry and physics.
To develop understanding of the nature, processes and methods of science through different types of enquiry that help them answer specific questions about the world around them.
To be equipped with scientific knowledge required to understand the uses and implications of science today and for the future.

Implementation

In Early Years:

Children work towards the Early Learning Goals of:

Knowing about similarities and differences in relation to places, objects, materials and living things.
To be able to talk about features of their own immediate environment and how environments might vary from one another.
Making observations of animals and plants and explain why some things occur and talk about changes.
To know that the environment and living things are influenced by human activity. To describe some actions which people in their own community do that help to maintain the area they live in. To know the properties of some materials and to suggest some of the purposes they are used for. To become familiar with basic scientific concepts such as floating, sinking, experimentation.

In Key Stage 1:

The principal focus of science teaching is to enable pupils to experience and observe phenomena.

To be encouraged to be curious develop their ability to ask questions about what they see.
To use different types of enquiry to answer their own questions including; observing changes through time, noticing patterns, grouping and classifying, doing comparative tests and using secondary sources to research information.
Pupils should start using scientific language to talk about what they have found out.
Most learning should be through the use of first-hand practical experiences.
Pupils should read and spell scientific vocabulary at a level consistent with expectations at KS1.

In Lower Key Stage 2:

The principal focus of science teaching is to broaden pupils’ scientific view of the world around them.
They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and relationships between living things and environments and beginning to develop their ideas about functions, relationships and interactions.
They should ask their own questions about what they observe and decide on different types of enquiry to follow including: observing changes over time, noticing patterns, grouping and classifying, carrying out simple fair and comparative tests and using secondary sources of information.
They should draw simple conclusions and use scientific language to talk about and then write about their findings.
Pupils can read and spell scientific vocabulary correctly and confidently.

In Upper Key Stage 2:

The principal focus of science teaching is to enable pupils to develop a deeper understanding of a wide range of scientific ideas.
Pupils should do this by exploring and talking about their ideas; asking their own questions about scientific phenomena; analysing functions, relationships and interactions more systematically.
They should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.
They should recognise that scientific ideas change over time.
They should select appropriate ways to answer questions using different types of enquiry including: observing changes over time, noticing patterns, grouping and classifying, carrying out simple fair and comparative tests and using secondary sources of information.
They should draw conclusions based on their data and observations, use evidence to justify their ideas and use their scientific knowledge and understanding to explain their findings.
Pupils read, spell and pronounce scientific vocabulary correctly.

Working Scientifically

Along with teaching knowledge and understanding pupils will also develop an understanding of the nature, processes and methods of science for each year group.

Working scientifically is embedded in the way science is taught and includes learning to use a variety of approaches to answer relevant scientific questions and include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data.

Impact

Science is tracked through termly assessments and interventions determined through pupil progress meetings.

As an inclusive school, we recognise the need to tailor our approach to support children with Special Educational Needs as well as those who would benefit from further enrichment and challenge.

Appropriate arrangements are made by the class teacher to accommodate any specific special needs that a pupil may have, thus enabling them to participate in science activities. The class teacher and support staff will identify pupils who show a particular talent for science and appropriate provision is provided for them.

Cultural Capital links to Mathematics

Pupils take part in Science Week to share their investigations with their peers, teachers and governors, their parents and other visitors.

Pupils have visiting speakers and workshops to enhance enjoyment of science.

Pupils will have regular visits to the Science, Natural History and Maritime Museums.

All pupils are eligible to be selected for the Science Pupil team to promote a love of science across the school and assist in monitoring tasks.

Year 5 and 6 pupils have access to a Science G&T group in collaboration with other local schools including one secondary school.

Skills Progression

EYFS:

Planning and Predicting

They know about similarities and differences between themselves and others.
Children know about similarities and differences in relation to places, objects, materials and living things.

Investigating and Observing

They make observations of animals and plants and explain why some things occur, and talk about changes.
They talk about the features of their own immediate environment and how environments might vary from one another.

Recording, Analysing and Evaluating

Children recognise that a range of technology is used in places such as homes and schools.
They select and use technology for particular purposes.

Key Stage 1:

Planning and Predicting

Suggest what might happen and ways to test ideas.
With help suggest some ideas and questions.
Think about how to collect evidence.
Discuss if comparative tests are fair.

Investigating and Observing

Make observations using appropriate senses.
Explore using the five senses.
Make simple comparisons and groupings.
Make observations and comparisons using simple equipment, following simple instructions.
Use first hand experience and with help simple information sources to answer questions.

Recording, Analysing and Evaluating

Communicate findings in simple ways.
Collect evidence to try to answer a question.
Record findings in simple ways including tables, graphs etc.
Say whether what happened was expected and draw simple conclusions.

Lower Key Stage 2:

Planning and Predicting

Respond to suggestions.
With help put forward ideas about testing.
Make predictions.
With help consider what makes a fair test.
With help plan and carry out a fair test.
Recognise why it is important to collect data to answer questions.
Suggest questions that can be tested.
Put forward ideas about testing and make predictions.
With help consider what makes a fair test.

Investigating and Observing

Make observations and comparisons.
Measure length volume of liquid, and time in standard measures using simple measuring equipment.
Use first hand experience and simple information sources to answer questions.
Make relevant observations and comparisons.
Make measurements of temperature, time and force as well as measurements of length.
Begin to think about why measurements of length should be repeated.
With help carry out a fair test recognising and explaining why it is fair.

Recording, Analysing and Evaluating

Communicate findings in a variety of ways.
Say whether what happened was what was expected.
With help identify simple patterns and suggest explanations.
Explain what the evidence shows in a scientific way and whether it supports predictions.
Suggest improvements in their work.

Upper Key Stage 2:

Planning and Predicting

Recognise that scientific ideas are based on evidence and creative thinking.
Make predictions based on scientific knowledge.
Suggest methods of testing including a fair test.
Suggest how to collect evidence.
Select suitable equipment.
Consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena.
Make predictions based on scientific knowledge and understanding.
Suggest methods of testing including a fair test and how to collect evidence ensuring it is sufficient and appropriate.

Investigating and Observing

Carry out a fair test explaining why it is fair.
Understand why observations and measurements need to be repeated.
Select information from provided sources.
Carry out a fair test identifying key factors to be considered.
Make a variety of relevant observations and measurements using simple apparatus correctly.
Decide when observations and measurements need to be checked, by repeating to give more reliable data.
Select information from a range of sources.

Recording, Analysing and Evaluating

Communicate findings in a variety of ways.
Identify simple trends and patterns.
Communicate findings in tables, bar charts and line graphs, whilst making appropriate use of ICT.
Identify trends and patterns and offer explanations for these.
To draw conclusions and communicate them in appropriate scientific language.
Suggest improvements in their work giving reasons.
Communicate findings in tables, bar charts and line graphs, whist making appropriate use of ICT.
Identify trends and patterns and results that do not appear to fit the pattern.
Provide explanations for differences in observations and measurements.
Draw conclusions and communicate them in appropriate scientific language.
Make practical suggestions for improving methods in their work giving suggestions.

Cross Curricular Links

English - pronunciation and spelling of scientific vocabulary. Stories to illustrate scientific concepts

Maths - calculate means and percentages, use negative numbers when taking temperatures, decide which graph to use to represent data and plot, interpret and predict from graphs.

ICT - collect and classify data, enter it into data handling software to produce graphs and tables, and interpret and explain the results.

Art/D&T - observational drawing

History/Geography - study famous scientists

Enhancement/Cultural Capital

Science pupil team
Science week
Year 5 and 6 STEM G&T group in collaboration with Manor Park Schools

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