Aims and Intent

Curriculum Implementation

Our science curriculum is coherently planned to carefully sequence learning and progress skills from the very beginning of the curriculum through to Year 6. The progression maps make this sequence of learning clear, enabling staff to see what has gone before and what the next steps in learning will be.

The progression grids for both knowledge and skills, used alongside the curriculum maps,  ensure that all objectives within the National Curriculum have been covered.

Expert films are available for every lesson to demonstrate the relevance of what the children are learning in the real world. They make the learning come alive and prompt children to think, 'I could do that!'

Units and lessons are sequenced so that new knowledge is built upon prior learning. Our science curriculum uses a teaching order which ensures that knowledge is built upon gradually and cumulatively, with recall questions embedded throughout.

Lessons are structured so that all pupils are given multiple opportunities to recap on previous learning both from the lesson itself and those lessons that have gone before. Substantive knowledge (established known facts e.g. we live on Earth) is reinforced by frequently recalling information through pictures, videos and vocabulary. This approach ensures that the lessons are ambitious but also supportive of all children, regardless of their initial competence.

Knowledge organisers are in place for each topic to be covered. These present the key concepts in a child friendly manner and are a useful tool to support learning.

Before and after short assessments and the use of 'rocket words' (key vocabulary) enable teachers to check understanding and address any conceptual or vocabulary-related misconceptions before, during and following the completion of a unit. Resources are designed to support teachers as they progress through a unit, meaning that feedback can be provided on a regular basis and teaching can be adapted as required. 

Teachers are supported through the provision of subject mastery documents are provided for each unit which may require more extensive knowledge; these provide further information for each topic.

Children and staff use the Seesaw app to showcase the learning taking place within science lessons and send photographs and/or videos of this to parents. These are stored and can be used as evidence of practical investigations and hands-on learning.

Reception children are taught science under the ‘Understanding The World’ theme of the EYFS curriculum and also access the Developing Experts scheme of work.

We aim to develop a love for this subject by building in our own expertise into our science lessons and teachers are encouraged to use the scheme as a starting point for their planning and resourcing. Educational visits such as local walks to Pennington flash, Year 5 visit to Jodrell Bank, river work in year 4 and a visit to the farm in reception help to further enthuse children about science. In school this year, to enhance our curriculum further, we have had a Mad Science assembly and a Mad Science afterschool club; a science day with whole school enquiries into animal adaptations, ‘deep sea’ yoga, an interactive assembly and a whole school moth hunt; planting in our school grounds as a lunch time activity in the summer term.

How is science assessed?

Progress in monitored continually by teachers and teaching is adjusted accordingly. At the beginning of each topic, children are given a short assessment to complete to assess their current knowledge. This allows staff to have a clear picture the base knowledge of the subject for the majority of class, making adaptations where needed. Once the unit has been completed, the children complete the unit assessment. This will show those who have understood the subject matter and any gaps in understanding, which can be addressed in recaps in following sessions. 

Much of the learning covered in Science is kept hands-on and multi-sensory, therefore providing practical learning so that skills can become embedded and so ensure concrete understanding of scientific concepts. Recording of scientific testing and use of vocabulary is promoted through a variety of engaging and challenging tasks, which allow teachers to judge the progress of children’s learning and give children an opportunity to evaluate their own learning.

Formative assessments through questioning and verbal discussion takes place routinely during every lesson is used by teachers to support or challenge the needs of SEND and GD children.

The results of all these various assessments are collated over time. Decisions are made by class teachers as to whether children are emerging, expected or exceeding the level appropriate to their age. Mindful of staff workload, this is collated formally at the end of the academic year and inputted onto Insight, shared with the SLT and passed on to the subject leader. There seem to have been some technical issues with inputting science data this year that will need to be addressed going forward.

In the Foundation stage, learning is initiated from the child’s own knowledge and assessment of children’s knowledge is measured through the steps made in the EYFS profile each term, in a floor book and through close observations by staff.