A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.
A progression, knowledge and skills based science education which is matched with specific ideals for growth provides the foundations for science at Percy Main Primary School with an added focus on understanding the world through the specific disciplines of biology, chemistry and physics. A future career in science should be a viable option for our pupils so it is important to show the children how science has changed our lives and the vital part it plays in the world’s future prosperity. All of our pupils should be taught essential aspects of the knowledge, methods, processes and uses that science has to offer. The scientific process and pupils’ problem-solving skills will be used to deepen their understanding of the concepts involved. Through science, our pupils at Percy Main Primary School will continue to deepen their respect, care and appreciation for the natural world and all its phenomena whilst also helping them grow as individuals.
Science Policy 2021
We aim to enable our children to:
- Have high expectations within their lessons for the topic they are learning as well as retrieving and explaining their previous learning to build their confidence.
- See that there is a whole world of science possibilities available to them in their present and their future as they grow.
- Develop their knowledge, skills and confidence alongside their enjoyment and interest in science and have an appreciation of its contribution to everyday life.
- Build on their curiosity and sense of awe of the natural world.
- Make real life connections to the world around them and the wider world.
- Use a planned range of investigations and practical activities to give them a greater understanding of the concepts and knowledge of science as well as challenge what they think they know.
- Introduce and embed the language and vocabulary of science and ensure they are supported and encouraged in using it correctly.
- Have the opportunity to show extended writing within their science lessons.
- Develop their basic practical skills and their ability to make accurate and appropriate measurements.
- Be exposed to a varied learning environment via our school grounds, our local area and the local community.
- Increase their ability to predict and reflect as well as ask and answer questions.
Following the 2014 National Curriculum for science, teachers aim to ensure that they create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;
- Science will be planned in arranged topic blocks by the curriculum team to create a coherent Why this? Why now? programme ensuring that cross curricular links can be made in each topic or term. Many science topics will link with class texts and/or a written task and an end of term project, show or community event. The science lead will then be available to work in collaboration with the class teacher to ensure there is a clear and coherent approach to lessons. This is to enable the achievement of a greater depth of knowledge and understanding and a progression of knowledge and skills.
- Through planning and implementation we aim to incorporate problem solving opportunities that allow children to apply their knowledge and find out answers independently and collaboratively. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. Planning involves teachers creating engaging lessons, involving vocabulary retrieval, high-quality resources and creative ideas, to aid understanding of topics. Teachers use questioning in class to test knowledge and skills and this knowledge is supported by ongoing, low stakes retrieval/questioning at the beginning of lessons.
- We build upon the knowledge and skill development of the previous years. As knowledge and understanding increases within our children, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
- While working scientifically, specific skills and vocabulary are embedded into lessons to ensure progression and understanding throughout the school and new challenging vocabulary are introduced through direct teaching and pre-teaching, where necessary. This is developed through the years, in-keeping with the topics.
- Children use a writing template in lessons to document what they think they know, what they now know and what they are curious about. We are supporting children to be reflective of their learning.
- Children will be offered a wide range of opportunities, including visits, trips and visitors to school, to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class. Regular events, such as Science Week, STEM club and links with outside organisations, will provide broader provision and the acquisition and application of knowledge and skills.
Assessment and Recording
Children’s progress is continually monitored and is used to inform future teaching and learning. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study as set out in the National Curriculum. Science is assessed alongside the time frame of the core subject and at the end of each unit of work. A knowledge harvest mind map is completed at the beginning of each unit and revisited at the end of the topic. This gives children the opportunity to show what they know as well as their gaps for learning at the beginning of each topic. Revisiting this then enables the children to reflect and show off what they have learnt by the end of their science topic.
Data is recorded using the End of unit assessment document and this data is collated to see which children are working towards their year group and which children are working at or above.
In EYFS, we assess the children’s Understanding of the World according to the Relevant Early Learning Goals. This is very much assessed by the teacher. EY is very much child led and this helps teachers to assess throughout the year and in the moment.
Evidence of the impact on the children includes:
- Children learning and growing their thirst for knowledge through fun, engaging, high-quality science education that provides children with the foundations and knowledge for understanding the world they live in as well as adapt to ever-changing contexts.
- Children engaging with the local environment which ensures that children learn through varied and first hand experiences of the world around them.
- Children seeing the many possibilities they have as scientists and are capable of achieving as they build their confidence and broaden their horizons.
- Children enjoying science and as a result this creates motivated learners with sound scientific understanding.
- Children knowing how to question, reflect and develop their ideas.
- Teachers introducing and then encouraging the use of scientific vocabulary when discussing and answering questions, when written work is being produced and when a child is responding to feedback.
- Children knowing how to plan and prepare for working scientifically.
- Children understanding how to reflect and discuss the impact their immediate environment and the wider world has on them and what part this plays within their life.
- Children interacting and responding to the constructive criticism of others.
- Teachers showing confidence in their teaching and assessment of scientific skills.
- Children learning from exposure to science through various workshops, trips and interactions with experts. These experiences embed the idea that science has changed our lives and shows how vital it is to the world’s future prosperity as well as exhibiting how achievable a career in science is.