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Science

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Intent

Implemention

At SCD, science is taught weekly and for at least an hour.  Our science curriculum consists of teaching the scientific programs of study from the National Curriculum.  These are spread out over our two-year curriculum cycle ensuring that progression is evident between each year group and key stage, and so that links can be made with other areas of learning across the curriculum through our topic-based approach.  KS1 also conducts a yearlong study of observing seasonal changes which support their understanding of the world around them.

Each topic follows a logical progression of ideas allowing the children to make effective links within an area of science as well as build links between concepts.  The teaching of science across SCD has an underpinning focus on working scientifically; looking to challenge the ideas of children and to encourage development as scientists across their time here.  Most lessons are enquiry based, providing children with experiences, context and relevance for the key ideas they have been learning.  This allows children to make cross-curricular links and see how science relates to the world around them.  Each program of study has its own knowledge organiser, available to all children during their learning and on the school website for parents to access as well.  This will include key scientific language that children will acquire and use it to correctly describe objects, ideas and phenomena.  

The programs of study follow a four-phase structure to ensure consistency across the school as well as differentiating teaching to support all of our children:

  • Prior knowledge – making sure the children are properly equipped for learning the new concept/idea.
  • Teach – learning the new concept/idea and seeing it in action
  • Apply – challenging the children to question the idea and use the idea to solve a problem.
  • Assess – discovering what the children have remembered and to ascertain the depth of understanding

We aim to enrich children’s learning through local trips and visits from local experts who will enhance the learning experience;

Our two-year cycle, which has been carefully constructed for our children, along with the program of study overview can be found at the end of this document.

Impact

  • Most children will achieve age related expectations in science at the end of their cohort year.
  • Children will retain knowledge that is pertinent to science with a real-life context.
  • Children will be able to question ideas and reflect on knowledge.
  • Children will work collaboratively and practically to investigate and experiment.
  • Children will be able to explain the process they have taken and be able to reason scientifically.
  • Children will be able to make links between other curricular areas

At SCD, we:

  • Assess - at the end of each program of study to ensure a depth of understanding and knowledge of the scientific concept taught.  Summative assessment takes the shape of HeadStart assessments, in line with similar ones for both reading and maths.  Formative assessment happens in each lesson; teachers will be continually assessing each child’s progress to ensure misconceptions are identified and resolved within the lesson.
  • Monitor planning – is it allowing children to gain knowledge and master scientific concepts, does it meet the needs of all learners? Is it following an enquiry approach starting with a hook? Is there evidence that the children are working scientifically? Is there evidence of a progression of knowledge and skills across each program of study and year group/ key stage.
  • Monitor learning in science books – is presentation of a high standard and are all children making at least expected progress from their various starting points? Are there explicit links to maths and English? Are there opportunities to implement and refine mathematical and English skills?
  • Carry out pupil conferencing – are children happy, engaged, motivated to do well, challenged?
  • Conduct learning walks – do they show evidence of our intent in action?
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