Science

Our science curriculum aims to prepare children for the wider world, by providing 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, analyse causes and create questions.

 

INTENT:

At Ashlands, we aim to inspire students’ love of learning by encouraging their curiosity about the world around them. We provide students with varied learning experiences during lessons while teaching specific skills and knowledge to help students to think scientifically and question what they know. We aim to also develop and extend learning when the opportunity occurs outside the formal session as well. This will include opportunities for students to ‘look out’ at the world around them, thus, enhancing children’s understanding of themselves, their relationships with others, their connection to the world and their grasp of concepts beyond the observable.

We aim to engage children with the topic of Science and provide children with clear foundations for the future.

 

IMPLEMENTATION:

In Key Stage one, the classes learn in straight year groups, following the topics taught in their year groups. In Key Stage Two there is a four year rolling programme, with parts of the curriculum taught across the Key Stage and other sessions taught in Lower and Upper Key Stage to ensure coverage of the Science curriculum in mixed age classes when necessary (Outline of long term plan can be found on the Science Curriculum Progression document). Teachers follow this rolling programme which identifies the subject specific substantive knowledge to be taught, this scaffolds knowledge from the previous year or Key Stage and preparing them for the next. As there are mixed age classes, then the year groups in the classes will be taught the same content but differentiated questioning and skills to match the year group being taught. Teachers can choose from a range of recommended resources; PLAN from The Primary Science Assessment, TAPS from The Primary Science Teaching Trust, resources from STEM.org, planning from Twinkl.co.uk to aid planning lessons and assess children’s understanding.

Working scientifically skills are embedded into all lessons, these skills are repeatedly taught and revisited across the year. This disciplinary knowledge develops each year. Students are taught to use scientific methods, processes and skills to use equipment, conduct experiments, explain concepts and draw conclusions.

In Science lessons, children are encouraged to ask their own questions and given opportunities to use their scientific skills and research to discover the answers to their questions. This focus means that learning is individualistic to the student, who will then take greater ownership of their learning. Lessons are highly practical and engaging to aid understanding of conceptual knowledge. Over the course of the year, teachers ensure they teach a range of different types of investigations as outlined in the Science National Curriculum programmes of study.

Teachers model using subject specific key vocabulary, which is also on display in the classroom, with the expectation that children use this vocabulary in class to discuss and reflect on their learning.

 

IMPACT:

Teachers use precise questioning in class to assess children’s learning and identify gaps in knowledge and understanding. This continuous assessment in lessons allows for quick, verbal feedback to share student success, support learning where needed and address any misconceptions. Addressing these misconceptions early is vital to ensure clear understanding. Assessment could be in the form of a stimulus, a question or a quiz given at the start of the lesson which then may be revisited at the end of the lesson to see if children’s thoughts and views have changed.

At the end of a taught topic, teachers need to assess student knowledge. This can be by use of a mind map or a concept map, where children show their understanding of learning. In order to progress to the next stage of their development and achieve Age-Related-Expectations (ARE), it is expected that each child successfully meets all of the criteria. As students move up each year, subsequent teachers factor in their prior attainment to ensure that they maintain or accelerate their progress, aiming to achieve ARE and Greater Depth (GD) where possible and to prepare KS2 students for secondary school.

Throughout the year, we also take part in campaigns and drives looking at reducing our environmental impact on the world around us. For example, switch off fortnight or reducing our waste in our lunchboxes. Taking part in campaigns like this, it is our hope that this highlights to children the importance of respecting and having compassion for the world around us to safeguard our future.

 

FOUNDATION STAGE:

The Early years’ curriculum is based on children learning about the world around them by learning through play. In the Early years’ classroom children are encouraged to ask questions which they then explore, observe and discuss with adults and each other. These explorations can lead to conducting simple investigations to answer their questions. These explorations are vital to learning and develop children’s natural curiosity which we hope to foster throughout their time at Ashlands School. 

 

The 2014 National Curriculum for Science aims to ensure that all children:

• 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