Science
Curriculum Statement for Science
At Robertswood School we recognise the impact of science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching of science the prominence it requires. Science has improved our lives and all pupils should be taught key aspects of the knowledge, methods and application of science. Children are encouraged to question and investigate the world around. These investigations should create a sense of excitement and curiosity about the world. They are taught to understand how science can be used to explain how and why events occur, predict how things will behave, and analyse data collected from investigations.
Aims:
The national curriculum for science aims to ensure that all children:
· 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
· Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
· Develop cross curricular links through scientific enquiry
Scientific knowledge and conceptual understanding
We believe that it is vitally important that children develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Children are taught to describe associated processes and key characteristics in common language and also be familiar with, and use, technical terminology accurately and precisely. To enhance this, cross curricular links are encouraged through the use of topic specific, high quality texts. These books are a vehicle for creative writing, developing understanding of scientific knowledge and process.
Pupils also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The nature, processes and methods of science ‘Working Scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. These types of scientific enquiry include observing over time; pattern seeking, identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources.
Whole school implementation of our science curriculum
At Robertswood School, Science is taught as a separate subject; children have weekly lessons in science throughout KS2, whilst KS1 teach it in blocks throughout the year. In Early Years, science is taught through play. The children explore the natural world around them and learn to safely use and explore a variety of materials.
We endeavour to ensure that the science curriculum we provide will give children the confidence and motivation to continue to develop their skills into the next stage of their education and life experiences. We aim to foster a love of learning in Science for all children. When teaching about famous scientists, we ensure that they come from a diverse range of backgrounds and genders to ensure children see people like themselves.
Impact
We aspire for all children to make good progress in science, so that by the time they leave primary school they have secure knowledge base on which to build. Teachers promote a positive attitude towards science learning within their classrooms, resulting in all children believing that they are capable of achieving high standards in science.
Our whole school approach to the teaching and learning of science involves the following:
· At the beginning of each topic, staff reflect on prior knowledge and understanding, using knowledge organisers and use this as the starting point from which to move forward, ensuring that connections are made, and previous knowledge is built upon. Pupils complete an open-ended assessment, at the end of a unit, to test their knowledge and understanding of the content covered.
· Science lessons are based upon a whole school scheme from Years 1-6. However, teachers adapt it to suit their cohort. Wherever possible, open questions are posed and children are encouraged to research and find answers for themselves. It is through these open questions and child-led investigations that children are able to achieve a greater depth of knowledge and understanding.
· Planning involves teachers creating engaging lessons, often involving practical science investigations to aid the children’s understanding of conceptual knowledge. Teachers use questioning in class to evaluate and gauge the children’s conceptual knowledge and skills.
· We build upon the learning and skill development of the previous years. As children progress through the school, they become increasingly independent in their ability to use scientific equipment accurately and interpret their results in terms of real-world impacts.
· Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school life. New vocabulary and challenging concepts are introduced through direct teaching and displayed around the classroom environment.
· Teachers clearly demonstrate how to use scientific equipment safely and accurately before allowing children to use it themselves in the practical elements of the lesson.