At St Joseph’s, we believe our Science education provides the foundation whereby children make sense of the world they live in. Through science teaching, children are encouraged to foster and develop their natural curiosities and wonder about the increasing number of scientific and technological advancements of the modern world. Pupils use science to explain what is occurring, predict how things will behave, analyse causes and adapt to the ever-changing world around them.
Our 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 are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can explain what is occurring, predict how things will behave, and analyse causes. Planned investigations and practical activities are used to facilitate the development of their scientific skills and a greater understanding of the world. The school’s woodlands provide us with an outdoor learning environment that enriches and extends the Science Curriculum for all our children while developing their curiosity about the natural world around them. Our Science curriculum also develops the pupils’ reading skills.
Our 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 are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can explain what is occurring, predict how things will behave, and analyse causes. Planned investigations and practical activities are used to facilitate the development of their scientific skills and a greater understanding of the world. The school’s woodlands provide us with an outdoor learning environment that enriches and extends the Science Curriculum for all our children while developing their curiosity about the natural world around them.
Our overarching aim for our Science Curriculum is to develop pupils’ learning to acquire the appropriate subject knowledge, skills and understanding, which promotes their spiritual, moral, cultural, mental and physical development and prepares them for the opportunities, responsibilities and experience for later life. We recognise the importance of science in every aspect of daily life and aim to give teaching and learning of Science the prominence it requires.
Our Science curriculum ensures that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop an 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.
In summary, we intend to:
- ensure all pupils know more, remember more and understand more – develop learning that results in the acquisition of knowledge;
- ensure all pupils become enquiry based learners – develop enthusiasm and enjoyment of scientific learning and discovery.
Scientific knowledge and conceptual understanding
- Children will learn how to work scientifically and develop an understanding of the nature, processes and methods of science for each year group. Our teaching will focus on the key features of scientific enquiry so that pupils learn to use various approaches to answer relevant scientific questions. These types of scientific enquiry will include: observing over time; pattern seeking, identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils will seek answers to questions through collecting, analysing and presenting data.
The nature, processes and methods of science
- Pupils will be able to describe associated processes and key characteristics in common language, but they should also be familiar with and use technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important, but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.
The clear and comprehensive programme of study we have adopted at St Joseph’s Catholic Primary School embraces the National Curriculum aims:
- to ensure all pupils have access to a progressive sequence of knowledge and concepts- ensuring secure understanding of previous stages before progress is allowed to the next stage
- to ensure all pupils are taught to ‘work scientifically’ throughout the programme
- to ensure all pupils can describe associated processes and key characteristics, using technical terminology accurately and precisely
- to ensure pupils can read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge
- to ensure all pupils apply their mathematical knowledge to their understanding of science in collecting, presenting and analysing data
- to ensure all pupils can use a range of scientific enquiry – through observation, pattern-seeking, identification, classification/grouping, comparative/controlled investigations [fair testing]and research using secondary sources
- to ensure in KS1 most of the learning is acquired through first-hand practical experience with some use of secondary sources [books, photographs and videos]
In summary, we aim to implement this by:
- having a clear and comprehensive scheme of work in line with the National Curriculum;
- children having access to:
- knowledge organisers – allowing access to key language and meanings
- practical experiences
- range of scientific equipment
- digital technology
- having clear cross-curricular links – enabling children to build on prior knowledge and link ideas together;
- having educational visits linked to subject matter taught.
Long Term Plans
Medium Term Overview
The Structure of a Science Lesson
Children will receive two hours of Science lessons per week based on various science topics being taught. Every term, each class focuses on science, which follows the scheme of work and science progression grid.
Connections made to other subjects are as follows.
- Children will use their reading/spelling skills frequently during Science lessons. Children will be encouraged to read about scientists and understand the impact they have on our lives today. When possible, guided reading texts are linked to our learning in science, and children have the opportunity to access science books in the school library and class reading areas. Children are also expected to use specific scientific vocabulary as shown on the progression grid, knowledge organisers and class displays.
- Children will be able to demonstrate and apply their mathematical skills during scientific investigations and practical opportunities. Children across key stages collect and analyse data, enabling them to understand and generate curiosity. Children in upper KS2 must apply their maths skills to accurately measure and record data in various ways [graphs, tables, and diagrams].
Religious Education –
- Children will be able to have a better appreciation of the awe and wonder of God’s Creation. Children will learn about what we could do to make our world a better place and how we can be better stewards of the earth. Children will look at the talents of others and how they have had an impact on our world.
- Children will be required to research scientists and understand events and people of the past; they will then be able to reflect on their knowledge to become enquiry based learners, applying what they have discovered in history to their own investigations or questions they have in science. For children to know more and remember more, connections between Science and History are frequently revisited.
- There are many cross-curricular links between Science and Geography topics such as plants, animals, water cycle, rocks.
- Walks in the community and educational visits will allow children to gain scientific skills and understand a range of cultural experiences. Pupils will be able to use their imagination and creativity when experimenting and questioning science and gain a sense of enjoyment and fascination in learning about themselves and the world around them.
- Observational skills and drawing skills studied in art is a key aspect of working scientifically.
- Children will make links between Science and music through topics such as sound.
Design and Technology-
- Children will make links between Science and design and technology through topics such as sound and healthy eating.
- Children will make links between Science and PE through topics such as animals, including humans, and healthy eating topics.
Spiritual, Moral, Social and Cultural Development
- Children will develop a sense of enjoyment and fascination in learning about themselves, others and the world around them. They will learn to reflect on their experiences.
Pupils may be set homework from time to time to consolidate and practice the work they have learnt in class.
Progression of Science skills
Documents below detail the progress expected at each stage of the curriculum in each of the following domains – Skills, Knowledge and Understanding, Working Scientifically and Vocabulary.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills, and processes learnt in each year group. By the end of the Key Stage:
- children will know more and remember more about science;
- children will be able to question ideas and reflect on their knowledge;
- children will be able to work collaboratively and practically to investigate and experiment;
- children will be able to explain the process they have taken and be able to reason scientifically;
- children will achieve age-related expectations in Science at the end of their cohort as follows:
Assessment for learning is carried out throughout each lesson taught, either through observation or marking. Live nudges are used as and when needed, and some formative and summative assessments are carried out throughout the year.
- Local Authority.
- All of the above will be monitored and discussed during pupil progress meeting and staff performance management.