Science

Science Curriculum Leader: Miss Monteith 

Intent:

The intent of the Science Curriculum is to give all children:

  • a strong understanding of the scientific world around them.

  • specific skills and knowledge to help them to think and work scientifically.

  • an understanding of scientific processes.

  • an understanding of the uses and implications of Science today and for the future.

It is also the intent of the Science Curriculum to ensure that:

  • scientific enquiry skills are embedded in each unit that the children study.

  • repetition is built into the long-term curriculum so knowledge and skills  are re-visited and built on, supporting with the long-term memory.

  • the children are encouraged to develop and use a range of skills including observations, planning and investigations.

  • specialist vocabulary is taught and built up during each unit.

  • the children are taught to ask scientific questions and also learn how to explore possible answers to these types of questions.

Implementation:

Early Years:

In Early Years, the children will access Science on a daily basis via the continuous provision activities that they engage in each day – for example, in the water (floating and sinking), in the construction area (the physics of building a stable structure), playing on the bikes (forces – pushes and pulls) &  in the nature corner (mini-beasts and planting) etc.

During the year, the Early Years Long Term Plan also has some Science specific themes such as:

  • In Autumn 1 – My Body

  • In Autumn 2 – Autumn & Winter

  • In Spring 2 – Life Cycles

  • In Spring 2, Spring & Summer

  • In Summer 1 – Dinosaurs

  • In Summer 1 – Healthy Eating

  • In Summer 2 – Creatures Under the Sea

The most relevant statements for Science with regard to developing the children’s knowledge and skills are in the following areas of learning:

  • Communication and Language

  • Personal, Social and Emotional Development

  • Understanding the World

3 & 4 Years Old
Communication and Language
Understand ‘why’ questions, like: “Why do you think the caterpillar got so large?”
Personal, Social and Emotional Development
Make healthy choices about food, drink, activity and toothbrushing.
Understanding the World
Use all their senses in hands-on exploration of natural materials.
Explore collections of materials with similar and/or different properties.
Talk about what they see, using a wide vocabulary.
Begin to make sense of their own life-story and family’s history.
Explore how things work.
Plant seeds and care for growing plants.
Understand the key features of the life cycle of a plant and an animal.
Begin to understand the need to respect and care for the natural environment and all living things.
Explore and talk about different forces they can feel.
Talk about the differences between materials and changes they notice.
Reception
Communication and Language
Learn new vocabulary.
Ask questions to find out more and to check what has been
said to them.
Articulate their ideas and thoughts in well-formed sentences.
Describe events in some detail.
Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.
Use new vocabulary in different contexts.
Personal, Social and Emotional Development
Know and talk about the different factors that support their overall health and wellbeing:
regular physical activity
healthy eating
toothbrushing
sensible amounts of ‘screen time’
having a good sleep routine
being a safe pedestrian
Understanding the World
Explore the natural world around them.
Describe what they see, hear and feel while they are outside.
Recognise some environments that are different to the one in which they live.
Understand the effect of changing seasons on the natural world around them.
ELG
Communication and Language
 
Listening, Attention and Understanding
Make comments about what they have heard and ask questions to clarify their understanding.
Personal, Social and Emotional Development
 
Managing Self
Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
Understanding the World
 
The Natural World
Explore the natural world around them, making observations and drawing pictures of animals and plants.
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Years 1 to 6:

The Science Curriculum for Years 1 to 6 is delivered through weekly Science lessons of up to two hours, covering the National Curriculum objectives in the Units of Work as shown below in the Long-Term Plan:

A copy of the Science National Curriculum:

 

The objectives for each Unit of Work are highlighted in the Medium-Term Plans:

Planning & Delivery of Science Lessons:

At the start of each Science lesson, the children will visit the Science Working Wall so that they can recap on prior learning and use of vocabulary from the previous lesson. If, however, the lesson is the first lesson in the unit, time will be spent looking at the Subject Organiser to see what prior learning has taken place during previous years of learning. This is so that the children can see if there are any previous skills or knowledge that can be transferred to this new unit.

When planning a Unit of Work, it is an expectation of the school that teachers include in their planning opportunities for the children to apply a range of skills for working scientifically. These are set out in the progression documents and are grouped into Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2 skills.

A copy of the progression in Science can be found by clicking on the icon below:

Below is an additional document which gives a clearer view of the progression in specific scientific skills across the school.

Extended Opportunities:

In addition to weekly Science lessons, the children will also:

  • participate in a special science themed week which will involve them engaging in using science to solve clues and mysteries, carrying out experiments and visiting Science Expeditions/Museums in the local area.

  • have regular opportunities to access Forest School.

  • have the opportunity to meet Science visitors.

  • be invited to take part in Science after chool clubs.

Impact:

The intended impact of the Science Curriculum is that the majority of children in each year group will be working at or above the expected level for their age in Science at the end of each year.

In addition, it is the intended impact of the Curriculum that the children:

  • are inspired and want to learn more about Science.

    · develop a love of Science.

    · Develop confidence to carry out experiments to find out more.

    · show progression in their skills and knowledge as set out in the science progression documents.

    · can discuss their learning and remember what they have learnt overtime.

The above impact will be assessed in a number of different ways throughout each year:

  • At the end of each unit, the teacher will carry out assessments linked to the Medium Term Plan objectives. A best fit level will then be given at the end of the as an overall level of learning. This levelling will be graded as set out in the school’s Assessment Policy – Below (Not Accessing the Curriculum), Working Towards, Expected or Exceeding.

    · The pace of learning will be viewed via the Science Books and linked to the Medium-Term Plan objectives.

    · Learning Walks will be carried out to assess the quality of teaching and learning being delivered.

    · Pupil voice sessions will assess how much knowledge the children are retaining overtime and able to recall when asked. These sessions will focus on asking the children questions about the learning that is documented in their Science book.

  • During Curriculum Governor Days, the children will also be asked about their learning in reference to the work in their Science Books and as identified on the Medium-Term Plans.

    · Photographic evidence highlighting areas covered and shown on Hindsford Blogs.

Science Gallery:

Here are some examples of the fun and engaging Science lessons that the children participate in.

Year 6:

 

Year 5:

Year 4:

 

Year 3:

 

Year 2:

 

Year 1:

Reception:

Work Gallery:

Science Week:

To celebrate British Science Week, we enjoyed a whole school science demonstration via Zoom by Ian Dunne from Do Science Ltd, where we learned lots of interesting facts from across the curriculum including ‘Animals Incuding Humans’, ‘Forces’ and ‘Earth and Space’.

Each class then conducted additional science activities to engage the children in relevant topics.

In Reception, the children designed and made edible bird boxes, thinking about the properties they would need to consider to make a good bird house.

In Year 2, the children learned how to identify man-made and natural materials.

In Year 3, they explored push and pull forces in their everyday routine.

Year 4 investigated how to make pigments from natural resources.

Year 5 played ‘Herd Immunity Jenga’ to explore how vaccinating a community protects it from infection. They also discussed the role of an immunologist as an example of an exciting career based on science.

Have Fun:

Click on the links below to be transported to other websites all about Science, some with interactive games for you to play and get involved with.

Be Safe:

Click on the button below which will take you to the Science risk assessment that we use in school to ensure that all of our Science lessons are safe.

 

Response to Covid-19:

During the 2021 national lockdown (January 2021 – March 2021), Science lessons wewre taught remotely. As the school opted to record or live teach all Science lessons, the long-term plan continued as planned during this time. Teachers however adapted the task or activity set so that this could easily be carried out at home as well as in school.

Examples of work completed during lockdown January 2021:

 

Pupil Voice:

Pupil voice shows that children enjoy their Science learning. The following comments were gathered during pupil voice, where children discussed their learning and enthusiasm for Science:

  • “I like Science because we do lots of experiments.”

  • “We always learn something new.”

  • “Our learning is very practical.”

  • “Our Science Working Walls are really useful to help us with our vocabulary.”

  • “We have lots of resources in school to help us with our learning.”

  • “We would like to have more books about Science in school.”

Staff Training:

Science Staff Meeting – April 2022 (Focus: Working Scientifically)

 Subject Leader Staff Meeting – January 2022 (Focus: Science Health Check)

1:1 Science Consultant Work – October 2021 (Focus: Subject Structure, Subject Organisers & Progression Documents)

Science Consortium Subject Leader Meeting (Zoom) – November 2021 (Focus: Subject Deep Dive & Subject Requirements)

Science Consortium Subject Leader Meeting (Zoom) – May 2021 (Focus: What happened to Science during lockdown?)

Science Consortium Subject Leader Meeting (Zoom) – November 2020 (Focus: Intent, Implementation & Impact Statements)

Science Consortium Subject Leader Meeting (Zoom) – June 2020 (Focus: Assessment & Vocabulary)

Consortium Pupil Science Fair & Curriculum Leaders Meeting – February 2020

 

 

 Consortium Science Curriculum Leader Training & Sharing of Good Practice – January 2020