Science

Intent

At All Saints Primary, we believe that Science is a body of knowledge built up through the experimental testing of ideas and systematic investigation. It is about providing opportunities for pupils to be able to explore and make sense of the world around them, while also equipping them with a wealth of skills-based processes.

This journey begins in the EYFS where the children are encouraged to look closely at the world around them, changes that occur and begin to question ‘why?’ They will make observations about their experiences of the world, talk about similarities and differences in relation to living things, their environment and materials and begin to make comparisons. In addition to this, they will be taught the importance for exercise, eating healthy food and how to look after themselves and keep safe.

This is then built upon in KS1 and KS2 through the National Curriculum, which aims to ensure that all pupils:

To develop pupil’s enjoyment and engagement in Science and an appreciation of the increasingly scientific and technological world they are growing up in.
To develop lively, enquiring minds with an ability to question.
To introduce pupils to the language and vocabulary of Science.
To enable pupils to develop a knowledge of appropriate scientific facts and to develop basic concepts.
To develop pupils’ practical skills and their ability to make accurate measurements.
To encourage open mindedness so children interpret their findings critically and do not always expect ‘the right answer.’

Implementation

The teaching of Science at All Saints Primary involves adapting and extending the curriculum to match all pupils’ needs. Small steps learning are built into the planning to ensure full coverage and progression for all.. Where possible, Science will be linked to class topics but will also be taught as discrete units, to ensure coverage.

Due to the mixed year groups in our school structure, Science units are taught on a two-year rolling programme, with the exception of Y1 and Y2 who are taught through differentiated tasks. This ensures progression between year groups and guarantees all topics are covered.

Activities are planned to allow pupils to develop key knowledge, concepts and skills and to progress according to their ability. Activities within classes are matched to specific ability groups. Opportunities are planned for open investigations that allow differentiation by outcome. Pupils are presented with a range of activities. Scientific enquiry skills are covered throughout the units and are progressive. Key symbols have been introduced to make it explicitly clear to the children which key enquiry skill they are focusing on in particular lesson. This begins in EYFS and continues through KS1 and into KS2. This allows the children to be clearer about their own learning and make links between concepts and ideas.

EYFS

Foundation Stage pupils work from Statutory framework – Understanding of the world - detailed as follows:

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension

The planning aims to develop in pupils the crucial knowledge, skills and understanding that help them make sense of the world. Teachers guide the pupils and plan opportunities that allow them to experience and learn through first-hand experiences that observation, problem solving, prediction, critical thinking, decision making and discussion. The skills covered in Early Years provide the foundation for the Science taught in both Key Stage 1 and 2.

Each child is given the opportunity to work with a range of materials and components, to work independently and in teams and to apply skills, knowledge and understanding from other curriculum subjects, where appropriate.

Recording in Science

The way in which Science is recorded will vary across the school depending on age and ability. Teachers ensure that a range of appropriate methods 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.

Although most Science will follow a pattern of ‘Question, Prediction, Method, Results, Evaluate’, it is important to remember that the most valuable time is spent engaging in practical Science which allows children to understand a concept, rather than recording it.

This successful approach at All Saints results in a fun, engaging, high-quality science education, that provides children with the foundations and knowledge for understanding the world. Our engagement with the local environment ensures that children learn through varied and first-hand experiences of the world around them. Frequent, continuous and progressive learning outside the classroom is embedded throughout the science curriculum. Through various workshops, trips and interactions with experts and local charities, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science and are exposed to a range of different scientists from various backgrounds; all children feel they are scientists and capable of achieving.

Impact

The successful approach at All Saints results in a fun, engaging, high-quality science education, that provides children with the foundations and knowledge for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. Frequent, continuous and progressive learning outside the classroom is embedded throughout the science curriculum. Through various workshops, trips and interactions with experts and local charities, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science and are exposed to a range of different scientists from various backgrounds; all children feel they are scientists and capable of achieving.