A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
National Curriculum, 2014
Science is taught discretely for one afternoon per week in Key Stage One and Key Stage Two. In EYFS, opportunities to explore scientific ideas are planned in and amongst the half-termly theme and in areas of provision. Relevant scientific links are also made explicit in our Design Technology and Geography curricula.
Our planning for science is largely guided by the national curriculum, which prescribes five taught units per year (one per half term). We supplement this learning with opportunities to extend understanding, learn about famous scientists and scientific careers over each of the units of study. In the Spring term of each year, there is a cross-school science activity which focuses on developing children's working scientifically understanding, based on their assessments and need.
We have clearly planned for the teaching of scientific vocabulary, scientific skills (such as measuring, observing and recording data) and the five investigation types: sorting and classifying, fair and comparative testing, observing over time, research using secondary sources and pattern spotting.
Teachers use resources created by an experienced science leader and from our strategic partner, The Reach Foundation. These resources ensure that each child has a minimum guarantee of knowledge, vocabulary and experiences in their science education.
Assessment of knowledge and conceptual understanding in science occurs through regular low-stakes quizzing and in summative assessments. Assessment of working scientifically skills is based on the TAPS assessments.
For more information on our science curriculum, please speak to Miss Cowley or Mr Asquith.
