- Our School
- Key Information
- GENERAL INFORMATION
Leigh St Peter's
C.E. Primary School
Member of Staff Responsible: Miss Kerry Newton
Review Date: September 2020
At Leigh St Peter’s CE Primary School, we intend to deliver a high-quality science education that 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.
The national curriculum for science aims to ensure that all pupils:
Scientific knowledge and conceptual understanding:
The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.
Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.
The Nature, Processes and Methods of Science:
‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. ‘Working scientifically’ will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control. (See Working Scientifically Overview below).
The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
Key Stage 1
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 Key Stage 2 – Years 3 and 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 Key Stage 2 – Years 5 and 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.
Pupils should read, spell and pronounce scientific vocabulary correctly.
Science is taught within thematic curriculum topics, allowing children to use knowledge and skills from a wide range of other curriculum areas. This will be achieved through practical activities in which children participate in a range of scientific experiments involving a broad and balanced approach to working scientifically. It is hoped that they will have enjoyable, practical, learning experiences.
In order to fulfil our intent, Science is planned for across the key stages and to fall in line with statutory guidelines. Science projects are planned carefully around the children’s interests, providing opportunities for the development of skills and integration with other subjects. Learning activities are sequenced to ensure progression and taught through direct scientific teaching. Children can then embark on the iterative working scientifically approach.
Planning for Science is embedded through each thematic curriculum topic knowledge, skills and concept organiser. Class teachers will embed skills through projects linked to the content of each topic covered. We ensure, where possible, we make use of the local environment and the cross-curricular links within topics and year groups. Our topic knowledge, skills and concept organisers give more detailed information on learning expectations throughout the creative curriculum topic and there are links to other subject areas based on the objectives in the curriculum mind map. The Science subject leader keeps and reviews and monitors these organisers. The class teacher is responsible for annotating the thematic mind maps and KSC organisers (short-term plans) to reflect how the process is going. These plans list the specific learning objectives of each lesson and reflect differentiated tasks based on the teacher’s assessment of the children’s ability.
Assessment is used to inform future planning and to provide information about individuals throughout their time in this school. Assessment techniques will ensure that teachers assess the on-going design process and not just the finished products or outcomes.
These techniques should include:
When reviewing the children’s progress in Science, teachers must consider:
We assess children’s work in science by making informal judgements as we observe them during lessons. On completion of a piece of work (the outcome), the teacher marks the work and comments as necessary, moving the children forward. At the end of each term, teachers will complete a thematic curriculum assessment, through which the science skills taught so far will be stated. Teachers will record the name of the children who are on target, those who are exceeding and those who require further support through Target Tracker. This assessment will be given to the science coordinator to analyse and review.
Health and Safety
Health and safety is vital when undertaking any design and technology project. Risk assessments are completed for all tools and are stored on Evolve for all staff members to access, before setting up any equipment. It is the responsibility of all staff to establish safe practice in the classroom. A set of safety guidelines for design and technology can be referred to in the Health and Safety School Policy.