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Science

Intent

We want our children 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
  • be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

In addition we want our children to;

  • Develop a love of science and enquiry
  • Be open to the wonder of the world
  • Use local environment and outdoor learning spaces at school (eg Forest school, Coppins Corner)
  • Provide our children with wider opportunities in science and make links to other subjects.

 

EYFS

We want our children to;

  • Have exciting, practical experiences
  • Observe things in the environment
  • Understand what makes a healthy body
  • Understand where different animals come from
  • Understand growth and decay and begin to understand some simple life cycles
  • Predict outcomes of hands on experiments
  • Begin developing their scientific language

Implementation

In EYFS science is taught through a combination of adult led tasks and carefully planned and resourced child initiated learning opportunities

In Key Stage 1 and 2 our science knowledge organisers provide the overview structure for our science curriculum and show how concepts and knowledge are built up as the children progress through the school.

They include

  • key learning objectives,
  • recommended working scientifically suggestions,
  • NC knowledge and concepts to be covered
  • Non- statutory guidance
  • key vocabulary,
  • suggested questions and activities.
  • They also suggest outdoor learning opportunities and local links.
  • Possible cross curricular links.
  • Teachers use these as their starting point to plan their lessons. Our teachers also use supplementary materials to support their planning
  • In their planning – teachers are clear about how the subject matter is taught by working scientifically.
  • Lessons are planned in a clear sequence.

 

Impact

Formative methods

  • During the lesson our teachers and LSAs assess and monitor the children’s understanding of the concepts taught. They do this through observation, questioning and looking at the children’s written and oral responses.
  • This ongoing assessment may change the direction of the teaching during a lesson or change the emphasis of subsequent teaching.

Summative Methods

  • Teacher’s assess against the WALT or learning objective
  • This information is then summarised at the end of each term – showing if the child is working below, at or above the expected level for the yaer group.
  • Y2 and Y6 are assessed against the DFE TAFs (Teacher Assessment Framework)
  • This termly data is analysed by the subject leader, class teachers and SLT,
  • The subject leader and SLT also monitor and look at the books of the children to monitor their progress.

Long Term Assessment

  • Teacher Assessment is recorded against the TAF for Year 2 and Year 6. This is reported to parents/carers, governors, Local Authority and the Government.
  • Annual written reports to parents – statements based upon year group expectations. Parents are informed if their child is working towards, working at the expected level or exceeding it.
  • Parents/carers are also informed about the attainment and progress of their child/ren during termly Parental Consultations.