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Science

‘To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.’

Albert Einstein

Intent

Science is a body of knowledge built up through discovering the world around us, through exploring, asking questions, observing, testing and developing ideas and through making links with what children discover to scientific concepts. This is central to the teaching of the 2014 National Curriculum for science at Park End Primary School. Through building up a body of key knowledge and concepts of biology, chemistry and physics, pupils will be encouraged to develop a sense of excitement and curiosity about the world around them, whilst engaging in the practical aspects of science.

At Park End Primary, we intend for all pupils to:

  • Develop conceptual knowledge and understanding of the subject disciplines biology, chemistry and physics through the teaching of working scientifically
  • 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
  • Be equipped with the scientific skills required to understand the uses and implications of science, today and for the future

Implementation

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. At Park End Primary, science planning is underpinned by ‘Four Big Ideas’

  • Working Scientifically : Planning investigations, conducting experiments, recording evidence, reporting findings and drawing conclusions
  • Physics: Understand movement, forces and magnets, understand the earth’s movement in space, investigate light and seeing
  • Chemistry: Investigating materials, investigate sounds and hearing
  • Biology: Understanding plants, understanding animals and humans, investigate living things and understanding evolution and inheritance

Working scientifically is taught and developed in every science lesson. Through this ‘forwards-and-working backwards engineering’ of working scientifically, the pupils return to the same skills building procedural knowledge whilst acquiring conceptual knowledge of physics, chemistry and biology. Our whole school approach to the teaching and learning of science involves the following:

  • Weekly science lessons which carefully plan for progression, depth and the use of scientific vocabulary
  • Teachers using and referring to scientific vocabulary throughout lessons and the expectation for pupils to use scientific vocabulary in the oral and written form
  • Sequencing of lessons that provide opportunities for pupils to revisit scientific skills from previous lessons and from previous years
  • The disciplines of physics, chemistry and biology being taught across the year making links with other subjects where possible
  • Lessons planned and taught so that working scientifically drives each lesson and the subject disciplines of physics, chemistry and biology are developed through this approach
  • The use of knowledge organisers across the science curriculum to help pupils build an acquisition of knowledge
  • The use of knowledge quizzes to introduce and assess a subject discipline
  • Children being offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class

Impact

Our Science Curriculum is high quality, well thought out and is planned to demonstrate progression. We measure the impact of our science curriculum through the following methods:

  • Pupils being assessed against working scientifically
  • Children achieving end of Key-Stage expectations in working scientifically
  • Pupils demonstrating scientific knowledge through the completion of knowledge quizzes
  • Pupils having a richer vocabulary which will enable them to articulate their understanding of taught concepts.
  • Use of lesson observations to ensure pupils are learning declarative and procedural knowledge
  • Pupil’s discussion about their learning
  • Comparing pupil’s work over time Floor books to showcase progress across school
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