,
Message sent from:

Science

Introduction

At Woodcote Primary School, Science is viewed as having a vital role in developing well-rounded pupils.  Science stimulates and excites pupil’s curiosity about natural phenomena, while allowing them to understand how major scientific ideas contribute toward technological change. We aim to give all pupils a strong understanding of the impact of Science in their everyday and future lives by asking them to think scientifically, gaining an understanding of the scientific processes and the implications in the real world, which is contextualised in an engaging curriculum.

Each lesson develops the pupils’ scientific skills through practical activities focusing on observation, enquiry, planning and investigations, as well as encouraging ongoing pupil questions based on their scientific experiences.

Aim

The National Curriculum for Science aims to ensure that all pupils:

  • 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

As well as these, Woodcote Primary School aims to:

  • develop pupils’ enjoyment, excitement and interest in science through enriching activities
  • build on pupil’s curiosity of the natural world
  • use a planned range of investigations and practical activities to give pupils a greater understanding of the concepts and knowledge of science
  • develop pupils’ basic practical skills and their ability to make accurate and appropriate measurement
  • introduce pupils to scientific language and vocabulary
  • extend the learning environment for our pupils via our environmental areas

Curriculum/Scheme of Work

Woodcote Primary School uses the ‘Kent Scheme of work’ to support planning a varied open approach to Science teaching. Science is taught in a cross curricular manner, where possible, and the ‘Kent Scheme of work’ has been integrated into classes’ ongoing Cornerstone themes, by the Curriculum and Science lead, to provide more contextual and meaningful learning experiences. In addition, ‘Love2Investigate’ experiments can be used to supplement the learning.

Pupils in Key Stage 1 will be introduced to Science through focused observations and explorations of the world around them. These will be further developed through supportive investigations into more independent work at Key Stage 2.

Planning

The Science Curriculum at Woodcote Primary is well thought out and is planned to demonstrate progression. Each lesson taught includes two learning objectives, one focusing on the subject knowledge taught, the other on the skill developed.

The Science Lead has developed a termly plan mapping out lessons from both the Kent Scheme and Cornerstones theme.  These plans will ensure progression of knowledge and skills is seen across both Key Stages. Each year group must then read the appropriate plans to ensure that the following is planned for (before beginning to teach each unit):

  • A class discussion or activity at the start of each unit to allow for assessment of prior knowledge. (For example, using the science display to create a mind map of vocabulary and questions.)
  • Lessons which are engaging and inspiring;
  • Practical investigations that focus on one specific scientific skill at a time;
  • Pupil led research or enquiry to develop knowledge (avoiding extended periods of teacher talk/presentation of facts)
  • All required resources are made available before the lessons need to be taught;
  • Staff address any misconceptions that they may have with the content being taught;
  • Opportunities to recap and revisit and build on previous learning

Lessons will allow for a wide range of scientific enquiry, including the following:

  • Questioning, predicting and interpreting
  • Pattern seeking
  • Practical experiences
  • Collaborative work
  • Carrying out investigations
  • Carrying out time-controlled observations
  • Classifying and grouping
  • Undertaking comparative and fair testing
  • Researching using secondary sources

Teaching

Year 1 to Year 6 Science is taught one afternoon a week. Weekly lessons can take a variety of structures depending on whether the lesson is knowledge based, a teacher-led experiment or pupil investigation. All lessons should include: a starter activity focused on learning from a previous lesson; opportunities for discussions and questions; mixed ability tables or partners; a piece of recorded work in science books, and a reflection or activity to close to recap and assess progress

The way in which Science is recorded will vary across the school depending on age and ability. A lesson may plan to cover one (sometimes more) aspect/s of writing up an experiment (prediction, method, observations/results or conclusion). Children are not always expected to write up all stages of an experiment. Teachers should ensure that a range of appropriate methods for recording are used. These may include:

  • Written accounts including: instructions, reports and explanations
  • Diagrams, drawings and pictures
  • Annotated diagrams
  • Spreadsheets (data collection)
  • Charts, graphs and tables
  • Model making

Opportunities for outdoor learning will be provided wherever possible. The Science lead is responsible for organising themed Science days, where the whole school spend the day immersed into scientific topic and investigation. 

Differentiation

In order to achieve and provide an inclusive science curriculum, we differentiate the learning in a lesson to challenge all pupils while also supporting pupils who may require it. Using formative assessment, teachers establish what their class already know and plan tasks which build on this knowledge. Teachers think about which questions they ask different groups and individuals to check understanding as well as encourage discussions. To support SEN pupils, teachers can provide additional resources or plan for smaller steps to achieve the learning goal, where appropriate.

Challenging pupils is done by (but is not limited to): asking questions that promote deep thinking and learning; limiting the number of instructions given; providing opportunities for cognitive conflict (presenting information that is incompatible with pupils’ current thinking).

Assessment

Teachers will assess children’s Science work against the knowledge and skill objectives on the termly plan to ensure they gain a full understanding of what each child has learnt, and what is needed to progress their understanding. Teachers use this assessment to directly inform their planning for future lessons. Assessment strategies include:

  • Lesson starter activities (Flashback Four, Do Now, quadrants)
  • Reflection / closing activity at the end of a lesson
  • Observations of pupils during lessons;
  • Use of questioning;
  • Marking of pupil books;
  • End of unit ‘quiz’

In addition, the Science Lead measures the impact of our curriculum through the following methods:

  • General pupil discussions about their learning;
  • Reflection on standards achieved for knowledge and skills through book looks;
  • Observations of learning in classrooms
X
Hit enter to search