“The scientist is not a person who gives the right answers, he is one who asks the right questions.” – Claude Lévi-Strauss
Intent
Science is a vital and ever present aspect of our daily lives and we, at Hardwicke, believe that learning about Science requires the acquisition of knowledge, concepts, vocabulary, skills, courage and perseverance. The teaching and learning of Science is underpinned by our vision “Do everything in love, together we Learn, Love and Live.” We increase the children’s knowledge and understanding of the diverse world around them in order to foster a love for Science and to develop respect both for all living things, including humans, animals, plants and the wider world. Children are exposed to a broad, sequenced and progressive curriculum which is taught through a variety of practical experiences helping the children to learn key scientific knowledge and skills. We encourage our children to develop a life-long curiosity to take with them when they leave school and live in the world as positive, impactful members of society. At Hardwicke, we strive for our children to be able to fully engage with the world, be lifelong learners and be aware of the opportunities for future prosperity. This is encouraged by introducing the children to a range of scientists that challenge stereotypes, teaching them that anyone can be a scientist. Children are encouraged to verbally explain scientific concepts and are taught the practical skills to enable them to explore these concepts further, using a wide range of scientific enquiry methods. Every term, children read the biography of the scientist named on their knowledge organiser to help expose them to a wide variety of scientists from a range of ethnicities, ages and gender. The knowledge organisers also make children aware of what possible careers there are linked to the unit they are studying. Hardwicke’s commitment to inclusion means that all learners are challenged and supported, wherever they are on their learning journey.
Using the framework provided by the National Curriculum the intent of our Science curriculum is to ensure that by the end of Key Stage 2, children:
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develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
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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
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are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
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are 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
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build up an extended specialist vocabulary which they are able to use correctly, verbally and in writing
Implementation
Our science curriculum is carefully designed to build on the educational programmes set out in the Statutory Framework for the Early Years Foundation Stage and delivered in the early years to teach our reception pupils the understanding of the world programme of study related to the natural world. In reception, children experience opportunities to explore the natural world around them, making observations and drawings of animals and plants. They also begin to learn about processes and changes in the natural world around them, including the seasons and changing states of matter.
In KS1 and KS2 children study the national curriculum programmes of study for each year group. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group. This is informed by the national curriculum and builds towards identified phase end points in accordance with national curriculum expectations. Key skills are also mapped for each year group and are progressive throughout the school. These ensure systematic progression to identified skills end points which are in accordance with the Working Scientifically expectations of the national curriculum.
Our whole school approach to the teaching and learning of science involves the following:
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Existing knowledge is checked at the beginning of each unit using a pre-unit assessment on Developing Experts which assesses children’s prior knowledge of concepts and vocabulary. This ensures that teaching is informed by the children’s starting points and that they are challenged appropriately.
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In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. This ensures progression between year groups and guarantees all topics are covered.
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Children are encouraged to ask their own questions and given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom.
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Teachers plan engaging lessons, using high-quality resources, such as Developing Experts, PLAN and Explorify, to aid understanding of conceptual knowledge.
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Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected, designed adapted to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion.
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Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the children’s school journey and new vocabulary and challenging concepts are introduced through direct teaching.
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At the end of each unit, key knowledge is assessed and used to inform a termly ‘mop up session’. The purpose of this is to plug any gaps for learners who didn’t understand a particular concept or to challenge those who are exceeding.
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Science is taught weekly and lessons link to the knowledge organiser that every child has in their book from the start of a unit. Vocabulary quizzes are used to assess children’s retrieval of vocabulary in previous units in previous years.
To further increase our children’s science capital, we have an additional Science Day each full term. Where possible, we make explicit links to events in the wider world (for example, British Science Week or the Cheltenham Science Festival). These allow for deeper scientific investigation and embedding learning. Often we have a whole school theme or investigation based around a simple question and classes then present their discoveries at a “Science Fair” which is a fabulous opportunity for the children to showcase their learning to their peers, parents and carers.
There is a STEM section in our school library and children are encouraged to explore the range of texts available to them. As well as in the library, there are a variety of non-fiction scientific books in our school reading scheme that all children are exposed to.
Impact
The impact of our Science curriculum is assessed using regular assessment opportunities (both formative and summative) together with student and teacher voice. The aim is for children to understand the relevance of what they are learning within Science and to enjoy their Science experiences within school.
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Children and staff who are enthusiastic about scientific learning
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Children who can confidently use appropriate scientific vocabulary
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Children being successful in sharing their understanding of scientific concepts
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Children will achieve age related expectations in Science
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Children who can recall prior scientific learning when required and use this to understand new learning
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Children will be keen to participate in wider Science activities.
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Children will develop an appreciation and understanding of Science which they can carry with them throughout their lives
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Children will see the relevance of Science to their future academic and career aspirations.