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Old Hall

Primary School

Aspirational, Inspirational, Motivational - Aim High

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Science

Pupil Voice

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Watch the short video above to listen to out children explain the 5 lines of scientific enquiry.

Science enrichment

Science Curriculum Overview

Intent, Implementation and Impact         

 

 

 Our Philosophy 

At Old Hall, we strongly believe that every child is a scientist. Where possible, science lessons are taught through one of the five lines of enquiry:

  • Observation over time
  • Pattern seeking
  • Fair and comparative testing
  • Identifying and classifying
  • Researching secondary resources

Through a clear set of skills progression, children develop their understanding of these scientific enquiries and develop their scientific knowledge and vocabulary allowing them to become more confident scientists.

 

Every class has science timetabled into their lessons weekly. Where possible, in other subjects, science is also reviewed to further solidify children’s understanding.

 

 

Intentions 

At Old Hall Primary School, our aim is to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think and work scientifically.

Our curriculum gives children an understanding of scientific processes and provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.

Children are taught to think about the uses and implications of science, today and for the future. We follow the objectives of the National Curriculum and have planned our units so that there is coherent progress across the year groups; knowledge is built upon throughout the school.

Science is taught on a weekly basis, but cross-curricular links are made explicit to help children understand that science encompasses every aspect of our daily lives. For example, non-fiction science texts are used in some English writing units, in guided reading sessions and science units are linked to geography topics such as Rivers Y4 and Extreme Earth in Y5.

Opportunities to enhance the teaching of mathematical skills are identified in each unit of learning. We also continually encourage children to read science texts for pleasure whether they are at home or school.

We ensure that the skills required to work and think scientifically are developed progressively throughout children’s time at the school; they can apply their knowledge of science when using equipment, conducting experiments, building arguments, and explaining concepts. Key scientific terminology is explicitly taught, and children are encouraged to use this vocabulary and explain their thoughts clearly both orally and in written work.

We want children to continually ask questions and be curious about their surroundings and to encourage this they watch science news weekly through Twig Science reporter. Visitors to school and offsite school trips enhance the delivery of our science curriculum.

 

Non-negotiables

All children in both KS1 and KS2 will take part in science weekly. In EYFS, Science will be taught through the ‘Understanding the world’ area of the EYFS framework.

The non-negotiables are laid out below for each child in each class to be able to complete by the end of their academic year.

 

EYFS -  Can compare mini-beasts - say how they are similar or different. Name the parts of a plant (roots, stem, petals). Can compare materials - say which are rough, smooth, shiny, soft, hard, bouncy.

 

Year 1 - Can make a prediction. Name the main body parts (head, neck, arms, elbows, knees, face, ears, eyes, hair, mouth, teeth). Know what plants need to grow (light, water, nutrients). Use simple equipment (magnifying glasses, torches, egg timers, binoculars).

 

Year 2 - Make a prediction and give a reason. Use tape measures/ rulers to measure to the nearest cm. Record results in a given table. Can recognise when simple comparisons are unfair.

 

Year 3 - Draw own results tables Make a two point conclusion. Identify and name science equipment (measuring jug, beaker, tape measure, stop watch, thermometer, magnifying glass, spring. Measure liquid using a measuring jug/beaker to the nearest 50ml.

 

Year 4 - Write own question to investigate (starting with the word ‘Does’ and including the word ‘affect’). Use a stop watch to measure time. Know how to record the time to the nearest second. Use a thermometer to measure to the nearest degree. Name 2 famous scientists and know why they are famous.

 

Year 5 - Use a Newton Meter to measure force (choosing most appropriate Newton Meter to use0. Identify and name science equipment (Newton Meter, funnel, sieve, filter paper, trundle wheel, pooter, cell/battery). Draw a bar graph independently. Name 3 famous scientists and know why they are famous.

 

Year 6 - Work out the average of three results/measurements. Know how to use a data logger. Draw a line graph independently. Name four famous scientists and know why they are famous.

 

 

Implementation

Throughout the teaching of Science, we aim to enable pupils to develop a

keen interest in science and develop a sense of excitement and curiosity about the world around them. Children are encouraged to ask questions and be curious about their surroundings. A love of science is nurtured through a varied and exciting science curriculum. Throughout the programmes of study, the children acquire and develop the key knowledge that has been identified within each unit and across each year group.

The key knowledge identified by each year group is informed by the national curriculum and builds progressively throughout. Key skills are mapped for each year group which are in accordance with the Working Scientifically skills expectations of the national curriculum. The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences and develop the skills required to allow them to use equipment confidently, conduct experiments with aptitude, explain scientific concepts confidently and debate the most appropriate way to tackle problems and to test out ideas.

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Children are introduced to each science unit with knowledge mats that focus on key learning, concepts, vocabulary and past pioneers in their fields such as Darwin, Edison, Curie and Newton

At the start of each topic, mind-maps grids are used to assess children’s past learning and are used as a gauge to measure learning throughout the topic with children adding their acquired knowledge at the end of the unit in purple pen. This is used to understand whether or not children have remembered their learning from past years but also to assess starting points for concepts that are completely new to them. This takes account of pupil voice, incorporating children’s interests.

Plans are adapted to ensure that learning is suitable for every learner. Pupil voice is used to further develop the Science curriculum, through questioning of pupil’s views and attitudes to Science to support the children’s enjoyment of science and to motivate learners.

Outdoor environment is accessed locally through our own garden, local parks and with the outdoor learning provider CommuniTree. Using ‘PLAN assessment’ documents, knowledge and working scientifically progression is implemented to ensure that children reach and build on clear milestones and teachers are aware of previous and next steps. We build upon the knowledge and skill development of the previous years.

As the children’s knowledge and understanding increases, 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. Teachers use precise questioning in class to test conceptual knowledge and skills and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion. Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the children’s school journey and new vocabulary and challenging concepts are introduced through direct teaching.

Impact 

 

The successful approach to the teaching of science at Old Hall Primary School will result in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education.

 

By the end of Key Stage Two, all children will have developed scientific enquiry skills in the five key areas: Observing changes over time, noticing patterns, grouping and classifying, researching through secondary sources of information and modelling. We want children to be immersed in Science to reinforce the skills that they have previously learned, but then want to build on them by challenging their thinking further. Through enrichment opportunities such as workshops, trips and extra-curricular activities, children develop the understanding that science has changed our lives and that it is vital to the world’s future prosperity.

 

At the end of KS2 85% of our children will achieve expected in science preparing them for KS3.

 

Inclusivity

 

Our curriculum is planned to be inclusive therefore lessons are planned to be accessible to all. All children will be provided with a broad and balanced science curriculum which reflects the equality and diversity policies and practice in school.

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