Science
Intent
Our aims for our Science curriculum are to support our pupils to become young scientists of the future. Our knowledge-based curriculum aims to encourage pupils to use the knowledge they learn in Science, and apply it to investigations that test a theory or set out to answer a question. Our hands-on curriculum develops the ability to think critically, ask questions and develop pupils’ natural curiosity. We aim for our approach to open pupils’ minds to understanding the world around them and unlock their potential.
We aim to encourage all pupils to:
develop scientific knowledge and conceptual understanding
feel enthused, engaged, inspired and challenged by their learning
be inspired to ask their own questions
To understand elements of enquiry to help make informed observations about the process they see, plan investigations, explore concepts and make their own discoveries.
be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
acquire a wide science vocabulary
experience quality resources that enhance lessons and bring science to life in a safe, sensible manner
to understand how science lessons, link to everyday life and the world around them, and the role science plays in the sustainability of life on Earth.
Implementation
We use the Primary Knowledge Trust curriculum for science. The curriculum has science enquiry at its heart and requires children to learn to use a variety of approaches to answer relevant scientific questions, using the knowledge they have learnt in previous content. Science lessons are planned to ensure that pupils develop scientific knowledge and working scientifically skills. The curriculum is a ‘carefully sequenced, knowledge-rich curriculum which aims to inspire pupils, promote excellent outcomes for all and overcome inequality of opportunity.’
The knowledge-rich curriculum at William Harding;
places powerful knowledge at the heart of the curriculum
has carefully chosen and fascinating content
is organised in a coherent way, allowing pupils to revisit topics through the curriculum, ensuring it builds from year to year
is cumulative, constructing firm foundations from which children can build conceptual understanding and skills over time
is an entitlement for every child, regardless of background
is coherent and ensures that teaching does not jump from topic to topic, but enables children to develop knowledge and a love of learning
Is an incremental approach which helps teachers to identify knowledge gaps and look back at previous content if they need to close gaps in knowledge or understanding
An essential element of a knowledge curriculum is the development of a broad and rich scientific vocabulary, and the ambitious and explicit teaching of this. The vocabulary content of the Primary Knowledge Curriculum has been planned with the purpose of addressing the ‘word gap’ for children who enter school with a limited vocabulary.
Our curriculum is made up of a carefully planned lessons which will engage children in the different types of science enquiry identified in the National Curriculum, where they will use and develop the necessary investigative skills and attributes identified for each Key Stage phase. Science enquiry is the methodology children will use to develop their conceptual knowledge, working in an authentically scientific and purposeful way to collect evidence to find answers to their questions. Pupils will actively be gathering information, recording data, graphing data and interpreting findings, which are all essential skills that pupils will apply to new contexts as they work through the curriculum. Pupils also learn about scientists who are famous in their fields and their scientific enquiries.
Foundation Stage
‘Understanding the world’ is about how children get to know about other people, the place where they live and about all aspects of the environment. In the Early Years Foundation Stage framework, ‘Understanding the world’ is broken down into three concepts: − People and communities, The world, Technology. Our Science curriculum for EYFS focuses on ‘The world’, and covers a wide range of topics in the natural and built environment, to develop children’s awareness of everything around them. Pupil awareness is extended by providing opportunities for pupils to visit new places and to find out about different environments through looking at books and through using other secondary sources and technology.
Key Stage 1
The National Curriculum states that the principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. Most of the learning about science is done through the use of first-hand practical experiences, although there is also use of appropriate secondary sources, such as books, photographs and videos.
Key Stage 2
The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. As our pupils progress to upper key stage 2, the focus is upon enabling pupils to develop a deeper understanding of a wide range of scientific ideas.
Vocabulary development
Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum and children must be explicitly taught these skills. Teachers therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They will increase pupils’ store of words in general, and make links between known and new vocabulary. In this way, pupils expand their vocabulary and can use these where appropriate. Through the knowledge organiser for each topic, specific scientific vocabulary is introduced to pupils, which they will regularly reference back to.
Impact
have developed an understanding of the world around them using scientific concepts
feel enthused, engaged, inspired and challenged by their learning
be inspired to ask their own questions
have the skills to plan investigations, explore concepts and make their own discoveries.
have a wide science vocabulary
to transform their minds so that they are able to make reasonable and informed judgements
to ensure they can engage fruitfully in conversation and debate
to develop confidence that comes from possessing a store of essential knowledge and the skills
to have a sub-set of knowledge and the accompanying vocabulary that will maximize chances of leading rich and fulfilling lives
William Harding Science Long-Term Plan
If you would like to find out more about our Science curriculum, please email the office FAO Miss Hubbard, who leads the Science Team.
If you would like to find out more about our EYFS curriculum, please click here