Curriculum Intent

Our children will be young scientists, developing knowledge and understanding across the disciplines of physics, chemistry and biology. They are encouraged to explore how science can be used to explain what is occurring, predict how things behave and analyse causes. Our approach is based on scientific enquiry and its five main components: comparative and fair testing, observing over time, seeking patterns, identifying, classifying and grouping, and the use of secondary sources.

We challenge their curiosity through engaging and investigational activities, set in meaningful contexts, ensuring careful progression through detailed curriculum mapping. We often work outdoors.

Specialist vocabulary is introduced regularly and progressively and children are taught to communicate and question ideas through both teacher and child led, scientific discussions.

We are committed to learning about scientists from a diverse range of ethnic backgrounds, both male and female to encourage aspirations for all.

 

Curriculum Implementation

Science is taught in blocks across the school year. Each unit of work is outlined within the progression map (Developing Young Scientists), with clear progession in knowledge, skills (working scientifically) and vocabulary. All strands of the National Curriculum Programmes of Study are covered and re-visited as appropriate.

Teachers are well-trained, have strong subject knowledge and high expectations of the children. They use skilled questioning to develop children’s understanding and in turn, children are encouraged to ask their own questions. We actively use opportunities to collaborate across the Trust.

Curriculum Impact (including pupil outcomes)

• Children’s attitudes to science are overwhelmingly positive, they enjoy their work and the focus on enquiry and investigation
• Assessment and monitoring activities highlight children’s progresson in the knowledge and skills outlined in the Programmes of Study and their ability to use the key components of scientific enquiry. These being:
  • comparative and fair testing,
  • observing over time,
  • seeking patterns,
  • identifying, classifying and grouping,
  • the use of secondary sources