Approaches to Science

Intent, Implementation and Impact Statement

Intent

​In science, we inspire our children by giving them the opportunities to pursue their natural curiosity; promoting the experience of exploring and investigating scientific phenomena, in a range of contexts, to ensure a continually evolving knowledge and understanding of the world around them. Our children will be encouraged to ask questions, take risks, experiment, reflect, make and learn from mistakes, in a safe environment; whereby they acquire and apply core skills, which equip them for an ever-changing world. Our curriculum provides experiences where children can secure and extend their scientific knowledge and vocabulary as well as support their numeracy and literacy skills. While not all children will follow a career in science or related disciplines when they leave the school system, science literacy will influence their lives daily: for example, managing their health and understanding issues such as climate change.

 

Implementation

Science is taught under three domains chemistry, physics and biology, which are progressively built on through Key Stage 2 so that children can achieve depth in their learning. Science topics are linked whenever possible to our text driver and with other subject areas in order to provide meaningful links in learning across the curriculum.

Teachers have identified the specific knowledge and skills of each topic relating to the Chris Quigley milestone statements; these are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically so that they learn more, know more & remember more. This will also ensure that scientific enquiry and topic specific vocabulary will be introduced and built upon progressively.  

Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion. Within lessons, tasks are progressive to give all children an opportunity to gain knowledge, apply knowledge and makes links between knowledge, which may cross domains. Scientific enquiry skills are obtained through selected lessons where children can explore and investigate scientific phenomenon. At the end of each topic, scientific enquiry skills are reviewed so that they can be developed progressively through their Key Stage 2 journey.

 

Impact

Outcomes in topic books, evidence a broad and balanced science curriculum and demonstrate children’s acquisition of identified key knowledge and vocabulary relating to each of the identified milestone statements and national curriculum strands.

The impact of the curriculum is monitored through a combination of discussions with pupils and staff, scrutiny of workbooks and lesson observations in order to provide a comprehensive understanding of the quality of the curriculum and highlight areas for further development.

In order to ensure that we demonstrate a consistent understanding of what age-related expectations looks like in Years 3, 4 and 5 as we build up to the end of Key Stage 2 at Year 6, we have highlighted examples of pupils' work focusing on the 'Working Scientifically' programme of study. This programme of study states the methods, processes and skills of practical science, which is taught throughout all units of work.