Our curriculum is structured to introduce and revisit knowledge, following the principles of instruction, guided by understanding how the memory works and cognitive load theory.

At Whitefield we are studying CUSP science.  Through this pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of the rich substantive and disciplinary knowledge.

1. Substantive knowledge - this is the subject knowledge and explicit vocabulary used to learn about the content. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content. In CUSP science, an extensive and connected knowledge base is constructed so that pupils can use these foundations and integrate it with what they already know. Misconceptions are challenged carefully and in the context of the substantive and disciplinary knowledge. In CUSP Science, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position that new knowledge.

2. Disciplinary knowledge – this is knowing how to collect, use, interpret, understand and evaluate the evidence from scientific processes. This is taught. It is not assumed that pupils will acquire these skills by luck or hope. Pupils construct understanding by applying substantive knowledge to questioning and planning, observing, performing a range of tests, accurately measuring, comparing through identifying and classifying, using observations and gathering data to help answer questions, explaining and reporting, predicting, concluding, improving, and seeking patterns. We call it ‘Working Scientifically.’ CUSP science provides Working Scientifically coverage maps to check the balance of provision in KS1, Lower and Upper KS2. They are also present in the Whole Class Assessment toolkits.
   
   

Scientific analysis is developed through IPROF criteria. We call it ‘Thinking Scientifically.’

2. • identifying and classifying

   • pattern seeking

   • research

   • observing over time

   • fair and comparative testing

These will be mapped throughout the CUSP curriculum against each knowledge note.

Thinking Science Tasks are intended to support teachers in crafting lessons where pupils are challenged to both think and work as scientists. The activities within each set of tasks are designed to make science engaging and relevant, and to foster curiosity. With a focus on science skills, the tasks also make explicit the Working Scientifically strand of the National Curriculum. Many of the tasks also provide opportunities for pupils to develop their oracy skills through science.

3. Substantive concepts include concrete examples, such as ‘plant’ or more abstract ideas, such as ‘biodiversity’. Concepts are taught through explicit vocabulary instruction as well as through the direct content and context of the study.

Each unit of work takes children through the Big Ideas of Science and considers likely misconceptions children may have. 

We use Insight HQ to record assessment termly. This is reviewed by subject leads. 

Latest monitoring of data has highlighted a need to moderate standards in Science internally and this has been planned Summer term

Cumulative Quizzing is used to support assessment lesson by lesson and at the end of each module