Science

Science - our intent

At Checkendon Primary School, we believe that 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. We intend to support pupils as they build up a body of key foundational knowledge and concepts; we strongly believe that pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. Pupils should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. It is our intent at Checkendon Primary School to ensure that science in our school is about developing children’s ideas and ways of working that will enable them to make sense of the world in which they live through investigation, as well as using and applying process skills.

The staff at Checkendon Primary School will ensure that all children are exposed to high-quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skills. They will be immersed in scientific vocabulary, which aids children’s knowledge and understanding, not only of the topic they are studying but of the world around them. We intend to provide all children, regardless of ethnic origin, gender, class, aptitude or disability, with a broad and balanced science curriculum.

At Checkendon, teachers ensure each science unit is taught throughout the year. They can spend longer or shorter periods on particular subjects where further study is required, as well as shorter periods on subjects where knowledge may be more secure

Science - our implementation

At EYFS:

Within EYFS, science plays a key part within ‘The Natural World’ and plays a vital part within the exploration, learning and play of younger children. As well as scientific knowledge, children begin to understand ‘working scientifically’ whereby appropriate to their developmental stage beginning to develop a curiosity about natural phenomena. We plan units of work that will challenge prior knowledge in order to construct a secure, new understanding of knowledge and concepts for example, ‘Growing and Changing’.

At Key Stage 1 and 2:

Throughout KS1 and KS2 teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Within every lesson, pupils with SEND are supported so that they too can make progress and achieve success whether this is with further resources, peer support or more support from an adult. Our whole school approach to the teaching and learning of science involves the following:

Through our planning, we involve investigation opportunities that allow children to find out for themselves. Children are encouraged to ask their questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up.

We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, 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.

Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics.

Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning, often using our visits to Forest School and workshops with experts.

Science - our impact

Science assessments inform teachers with their planning, lesson activities and differentiation. Summative assessment is completed by all class teachers to inform individuals’ progress or skills that still need embedding further. Science is monitored throughout all year groups using a variety of strategies, such as book monitoring, lesson observations and pupil interviews to discuss learning and establish the impact. Formative Assessment of science, using Rising Stars, takes place after the completion of each science project so that assessment data can inform planning and next steps