‘A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.’

Principles of Science across Key Stages

KS1 Science

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1.

Lower KS2 (Year 3/ 4)

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word-reading and spelling knowledge.

Upper KS2 (Year5/6)

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, 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 also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils 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.

‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Intent, Implementation, Impact

Intent:

The purpose of our curriculum is to inspire all children to acquire knowledge and skills and to ignite a lifelong love of learning. We celebrate the cultural capital that our community brings to learning and build on this to broaden children’s understanding of the world. Our commitment to providing equality of opportunity ensures that rich experiences and enhancements are embedded throughout the curriculum.  Throughout our lessons we aim to:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
• equip all children with the scientific knowledge required to understand the uses and implications of science, today and for the future

Implementation       

EYFS - In the Foundation Stage, science is taught as an integral part of topic work and is embedded throughout the curriculum. Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.  Throughout science in EYFS, the implementation of the above is an essential part of what we aim to be achieving.

Key Stage 1 and Key Stage 2 – 

At Key Stages 1 and 2, science is personalised, planned and illustrated through our science Curriculum Maps. Lessons are supported using Lancashire’s scheme of work in line with the National Curriculum and a range of resources are used to support learning and assessment.  Assessment outcomes and questionnaire findings have helped mould our curriculum priorities and focus on the needs of our children.

We ensure we cover core principles of science across all key stages and aim to ensure children have a wide range of vocabulary that they can use and apply in preparation for their transition to high school.  We have a strong focus on STEM and promoting this across all year groups and abilities.  We aim to enrich the children’s education through trips and visitors and other engaging opportunities and practical experiences.

Impact on Children:

• Children apply knowledge and skills across all subjects
• They understand that the knowledge they learn and the skills they develop will help them in their future
• Children are able to approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life.
• They will be on their way to becoming open-minded, respectful, socially and morally responsible, and active members of society
• Children appreciate difference and diversity across areas of science and understand that STEM is applied across many jobs
• They are able to think critically and scientifically and understand how STEM is embedded throughout the world
• The children have a positive self-esteem
• Children can confidently answer science related questions and interact with visitors who are supporting the enhancement of their learning.
• Children can confidently interact with children from different schools when working scientifically and appreciate that people have different ways of working; they can confidently discuss, problem solve and draw conclusions with others based on findings.
• The children can confidently look at a problem and solve it using resilience and scientific reasoning.
• We encourage our children to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We challenge all of our pupils to look for opportunities to show the school values of faith, hope and love.                                                                                                                  

Impact on Attainment and Progress

• The curriculum demands the best possible outcomes in science from every child
• From each individual child’s starting point, progress is evident.

Evaluation and Impact on our Curriculum

• Subjects are taught weekly in line with statutory expectations to ensure specific concepts are the focus. Links are made across curriculum subjects so that skills can be applied in different contexts where possible
• Science and the use of STEM, is an integral part of the whole school curriculum

Evaluation of our Impact on our World

• Our children are inspired to achieve their full potential; have their voices heard and effect change
• Assemblies are linked to science and children’s work and attitudes are celebrated.  Science displays throughout school reinforce the science curriculum.