Science

Science sits alongside maths and English as a core subject.  It provides crucial foundations for understanding the world and its processes through the separate disciplines of biology, chemistry and physics. We follow the key objectives of the National Curriculum and the principles of the Statutory Framework for the Early Years Foundation Stage (EYFS). 

INTENT

The school aims to teach a science curriculum that will give all pupils opportunities to:

• work scientifically through the use of scientific skills and techniques:
• observing over time;
• pattern seeking;
• identifying, classifying and grouping;
• comparative and fair testing; and
• researching using secondary sources.
• acquire age-appropriate scientific knowledge;
• build on and apply scientific knowledge through the curriculum;
• use scientific equipment and materials safely and with purpose;
• ask and answer scientific questions that relate to the world around them;
• avoid misconceptions;
• acquire and use a broad scientific vocabulary;
• apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.
• enjoy the excitement, awe and wonder of scientific discovery;
• learn about key scientists and the contributions that they have made to scientific discovery and knowledge.

IMPLEMENTATION

All children experience scientific learning through their timetabled lessons and through wider opportunities that arise during their education.

In the EYFS children have regular opportunities to learn about the world around them through conversation, stories, activities, visitors, events and educational visits.  

In Key Stage 1 and 2, science is taught in weekly timetabled lessons.   

Teaching follows the systematic progression of components set out in the School’s Science Progression Map.  Topic progression is also recorded on the Progression Map and more detailed specific learning objectives are set out in the Essential Knowledge Overviews.    

Cross-curricular links with other subjects, are explored where they add depth to the teaching of this subject. 

In lessons children work as a class group, in small groups, in pairs and independently.  Activities, facilitated by the teachers, incorporate collaborative learning activities and independent learning tasks and reflection.  Children use and handle scientific resources and equipment to support their learning. Children use iPads, lap tops and library books to research and investigate. 

Where appropriate, learning is enhanced by visiting speakers, workshops run by experts and educational visits.

Lessons incorporate regular opportunities for ‘over-learning’.

All pupils, regardless of race, gender or ability, will have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils.  Teaching is child-centred and is based on the pupils’ individual needs to ensure that they are taught effectively.  When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills.  Evaluating lessons helps teachers to identify where changes can be made for future planning and development.

In the School, there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that they are engaged and supported.  Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.

IMPACT

Children’s progress is assessed by the science teachers against the objectives and end points set out in the School’s Science Progression Map and the Essential Knowledge Overviews.    

Lessons include regular low-stakes testing allowing teachers to evaluate the extent to which pupils know and remember more.  Summative assessments take place at 2, 6 and 12 weeks after the learning. 

Written work is marked in accordance with the School’s Marking Policy.  Monitoring is carried out by the Science Subject Leader through:

• reviewing planning documentation;
• discussions with staff;
• pupil voice;
• classroom observation;
• work book monitoring;
• monitoring of summative assessment outcomes; and
• monitoring of statutory assessment data.

Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.