Science

Intent

It is our vision to inspire a lifelong love of science within our pupils. Science has changed our lives and is vital to the world’s future prosperity.Therefore, at Gorseland, our aims are to ensure children experience a wide breadth of study and have, by the end of each key stage, long-term memory of an ambitious body of knowledge but also a genuine curiosity and excitement for science. We work hard to provide a rich and varied curriculum to challenge and meet the needs of our children. We believe all pupils, irrespective of needs, should be taught essential aspects of the knowledge, methods, processes and uses of science.

Implementation

At Gorseland, the guiding principle of the science curriculum is that each study draws upon prior learning. Our curriculum, which ensures full national curriculum coverage, is sequenced into meaningful and connected ‘chunks’ of content in order to create coherent and strong long-term memories of knowledge. For example, in the EYFS, pupils may learn about the natural world through daily activities and exploring their locality and immediate environment. This is revisited so that new and potentially abstract content in Year 1, such as Animals including humans, is related to what children already know. Sequencing the curriculum in this way and enabling knowledge to build year on year makes new knowledge easier to process and helps to accelerate new learning as children develop their prior understanding. The effect of this cumulative model supports opportunities for children to associate and connect significant scientific concepts, over time, and with increasing expertise and knowledge. 

Our science curriculum values the study of scientists from the past as well as promoting diverse present-day role models in the field. Children learn how scientists from the past used their knowledge to challenge misconceptions which were believed to be known truths. An example of this is the study of Maria Merion in Year 5, who was born in Germany in 1667. She observed and drew insects going through biochemical metamorphosis. She challenged the misconception that all insects were evil, born from mud and were the work of the devil. 

Lessons are designed to provide children with the relevant, scientific knowledge but also to enable children to work scientifically. In KS1, this will include:

• asking simple questions and recognising that they can be answered in different ways

• observing closely, using simple equipment

• performing simple tests

• identifying and classifying

• using their observations and ideas to suggest answers to questions

• gathering and recording data to help in answering questions

In KS2, This will include:

• using different types of scientific enquiries to answer relevant questions and controlling variables.

• setting up practical enquiries, including comparative and fair tests and using results to raise questions and make predictions of future tests.

• making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

• gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

• recording findings using scientific language, drawings, labelled diagrams, keys, bar charts, and tables

• reporting on findings from enquiries, including oral and written explanations, presentations of results and drawing conclusions as to causal relationships and degrees of reliability.

• identifying differences, similarities or changes related to simple scientific ideas and processes

• using scientific evidence to answer questions or to support or refute their findings.

Impact

Children’s scientific knowledge is constantly assessed by teachers through regular retrieval practice whereby key concepts are revisited within and between lessons to assess the children’s understanding of the key knowledge throughout a topic. Teachers use these formative assessments to highlight common misconceptions which can be addressed before introducing new content.  Teachers mark children’s science books regularly and provide live written and verbal feedback to address misconceptions and ensure accurate use of scientific vocabulary.

The subject leader for science is responsible for:

• Monitoring the quality of teaching and learning in science through learning walks, planning scrutiny and pupil book study. 

• Providing CPD for staff where necessary.  

• Providing advice, support and guidance on the teaching of science.  

• Developing effective assessment tools for teachers to support their ‘next-step’ planning and assessment of prior knowledge.  

• Maintaining Science resources to support teaching and learning and managing the Science budget to ensure good value.  

At Gorseland we demonstrate the success of our ambitious Science curriculum as follows:

• Teachers have high ambitions for the progression of children’s knowledge and understanding of science.

• Children develop a passion for science and its application in past, present and future technologies

• Children develop confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.

• Children build a bank of excellent scientific knowledge and understanding, which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.

• Children become increasingly independent in science, selecting their own tools and materials and demonstrate their imagination and innovation in the application of skills

• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.

• Standards in science at the end of the key stages are good and any issues arising are addressed effectively in school.

Long Term Plan