At St. Nicholas C.E. Primary, we believe that: “if you dream big, you will shine brightly”. Our science curriculum vision promotes a hands-on, investigative approach with memorable moments and challenge for all. Through this, children develop high expectations and aspirations for themselves, curiosity, and a passion to drive their own learning. Science aims to stimulate and excite pupils’ interest and empower them to become independent and resilient. We embrace collaboration, perseverance, mutual respect and reflection as core virtues not only in science but throughout all areas of the curriculum.
In Science, we aim to provide children with opportunities to ask questions, make observations, investigate their ideas and ultimately improve their understanding. By providing a range of practical experiences, we develop pupils’ investigative skills and allow children to take risks and learn from their mistakes. Using ‘3B4Me’ promotes a growth mindset, empowering pupils to move their learning forwards. We aim to inspire children to be the best that they can be, striving to stimulate their natural curiosity of the world in which they live in a nurturing environment. We believe having high expectations is key to each child reaching their full potential. The science curriculum is broad, balanced and rich allowing for every child to grow an enquiring mind in a safe and exciting manner, promoting a thirst for learning.
The national curriculum for science aims to ensure that all pupils:
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.
Our teaching of Science is inclusive and planned to ensure all pupils:
- develop lively, enquiring minds and the ability to question.
- learn scientific skills and knowledge with progression throughout the Key Stages.
- build on their natural curiosity; enabling them to understand and care for the world in which they live.
- are provided with a stimulating environment, where they can work in an investigative way and can communicate their findings in a variety of ways.
- learn to use equipment safely and sensibly.
- develop potential scientific links with all other areas of the curriculum.
Science Non negotiables document
Progression of Skills Document
Early Years Foundation Stage
In the Foundation Stage, children are taught Science through the key areas of learning set out within the EYFS Statutory Framework.
Through a broad range of teacher-led, child-initiated and continuous learning opportunities, children will be taught to:
Use their senses to investigate a range of objects and materials
Find out about, identify and observe the different features of living things, objects and worldly events
Look closely at similarities, differences, patterns and change
Ask questions about why things happen and why things work
Develop their communication and co-operation skills
Talk about their findings, sometimes recording them
Identify and find out about features of the place they live and in the natural world around them
Key Stage 1 and 2
The vast majority of science is taught discretely but staff make meaningful links across subjects to deepen children’s learning. Science planning follows the long-term plan, ensuring coverage throughout the year, mid-term plans which map out the progression and short-term plans are used to set out the learning objectives for each lesson, identifying engaging activities and resources which will be used to achieve them. Science lessons are usually weekly although there is flexibility in the timetable to allow for Science days, Science Week and visits or events with our Ogden Primary Partnership.
In Key Stage 1 and 2, progressive lessons are planned using a range of materials including:
Collins Snap Science
STEM materials such as OPAL
Oak Academy Trust
Key Stage 1 and 2 Topics
Animals, including Humans
Living Things & their Habitats
The following topics are covered throughout Key Stage 2:
Living Things & their Habitats
Animals, including Humans
Properties and Changes of Materials
Earth & Space
Evolution & Inheritance
Forces & Magnets
At the beginning of each lesson, teachers plan opportunities for pupils to recall prior learning. This enables pupils to consolidate their previous learning, while also preparing them for future learning, in line with the sequence of lessons. This is particularly important for our EAL and SEND children, who may need more opportunities to retain and embed scientific vocabulary and concepts.
Teachers encourage children to use a developing scientific vocabulary as they progress through each year group. Time is spent during lessons introducing and reinforcing age-appropriate scientific vocabulary. Children are given opportunities to consolidate their use of scientific vocabulary as they move through the year groups. Children are encouraged to use scientific vocabulary, both written and verbal, to explain their ideas and make sense of their observations and findings.
In addition to the scientific knowledge and conceptual understanding taught through each topic, children will also be provided with opportunities to develop their scientific enquiry skills. These skills are identified within the ‘Working Scientifically’ element of the National Curriculum. Children will be given opportunities to:
Hypothesise and predict
Plan and carry out successful investigations
Use apparatus effectively and accurately
Observe and measure
Record data in various ways
Present results in a variety of ways, including the use of ICT
Compare and evaluate results and identify patterns and trends
Draw effective conclusions
Opportunities are also planned to enable children to:
Develop investigative skills, including the use of IT
Consider the nature of scientific ideas and the role of Science in everyday life
Communicate effectively using appropriate scientific vocabulary
Assess risks and develop an awareness of Health and Safety
The impact of our Science curriculum is measured through the monitoring cycle in school. The impact is seen by:
Children enjoying science and are enthusiastic about it in our school.
A clear progression of children’s work and teachers’ expectations in our school.
Children’s work showing a range of topics and evidence of the curriculum coverage for all science topics.
Children becoming increasingly independent in science, selecting their own tools and materials, completing pupil lead investigations and choosing their own strategies for recording.
A balance of practical investigative work to promote and develop scientific knowledge.
Feedback from teachers having an impact on our pupils, often with next step questions to push learning on and identifying misconceptions.
All children are reaching their potential, including EAL and SEND children.
This is measured by:
Discussions with class teachers
Discussions with pupils – pupil voice
Assessments -AFL, summative and formative.
Moderation forms showing expectations for WT, EXP, GD
Data tracking (Insight)
Monitoring is related to the SIP and the resulting Action Plan for science. It is also used to identify gaps in the curriculum that may need to be addressed across the school, or within individual year groups. Monitoring is an ongoing cycle, which is used productively to provide the best possible Science curriculum for our children. Impact is monitored by the science lead. Findings from monitoring is gathered, reviewed and leads to meaningful discussions with SLT and Teachers; resulting in actions for future improvements and adapted provision.