Intent

‘Children should be taught how to think not what to think’
Margaret Mead

At St Benedict’s our children will develop their scientific knowledge, working scientifically skills and conceptual understanding through a broad and balanced curriculum, which inspires and stimulates their curiosity about the world around them. We recognise the importance of Science in every aspect of daily life; and we aim to provide a high-quality science education which provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. We intend to do this by gaining a deep understanding of fundamental scientific knowledge, concepts and developing scientific rich vocabulary and terminology alongside building upon the richness of our locality – developing links with the steelworks and Redcar as a coastal community. We also aim to provide children with the opportunities to work scientifically by using a range of skills to help pupils answer questions and explore scientific lines enquiry.

Aims of the Science Curriculum

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.
• develop the essential scientific enquiry skills to deepen their scientific knowledge
• use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts
• develop a respect for the materials and equipment they handle regarding their own, and other children’s safety
• develop an enthusiasm and enjoyment of scientific learning and discovery

Working Scientifically
Key Stage 1:
• Ask simple questions and recognise that they can be answered in different ways.
• Use simple equipment to observe closely.
• Perform simple tests.
• Identify and classify.
• Use his/her observations and ideas to suggest answers to questions.
• Gather and record data to help in answering questions.

Lower Key Stage 2:
• asking relevant questions and using different types of scientific enquiries to answer them
• setting up simple practical enquiries, comparative and fair 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 simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
• reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
• using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
• identifying differences, similarities or changes related to simple scientific ideas and processes
• Using straightforward scientific evidence to answer questions or to support their findings.

Upper Key Stage 2:
• planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
• recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
• using test results to make predictions to set up further comparative and fair tests
• reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
• identifying scientific evidence that has been used to support or refute ideas or arguments

Implementation
At St Benedict’s, Science is delivered through a carefully sequenced series of modules which are deliberately spaced throughout the academic year to provide opportunity for building on prior learning and to introduce and revisit key concepts. This approach enables staff to deepen and embed scientific understanding, skills and vocabulary. Our progressive long-term planning highlights how our CUSP curriculum delivers the National curriculum and working scientifically expectations for science within and across all year groups. Each module is revisited later in the year or in the following year as part of a spaced retrieval practice method to ensure pupils retain key vocabulary and information. As well as ensuring pupils are taught key knowledge, each module is designed to offer pupils the opportunity to undertake scientific enquires and develop their skills as Scientists through asking questions, planning and carrying out experiments, collecting and analysing information and drawing conclusions. We also encourage pupils to access high quality texts to support their learning and develop their skills in accessing information from a range of sources. Unity Schools Partnership are working closely with, ‘Curriculum Visions,’ to ensure that our subject content has materials that can be accessed by pupils both in school and at home.

Impact
Teachers will assess pupils throughout each session to allow them to monitor pupils and inform planning for subsequent sessions. Pupils who are identified as needing
support will be supported either during post teaching interventions or in the following
session as appropriate. Pupils working at above expected standard will also be
identified and challenged appropriately to extend their learning. Evidence of this
support or challenge and necessary feedback will be clear in books. Subject leaders regularly undertake book looks to monitor the effectiveness of teaching and learning. This includes sessions with small groups of pupils using questioning to check and ensure information and knowledge is acquired and understood with increasing confidence. Feedback is given to teaching staff to inform future planning.

“If I have seen further it is by standing on the shoulders of Giants.”
Isaac Newton

Useful Information