Science Curriculum Statement

Scientists at All Saints’ explore, investigate and ask questions!

Intent

The 2014 National Curriculum for Science aims to ensure that all children:

• 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 scientific enquiry that help them to answer scientific questions about the world around them
• are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this

At All Saints’, our curriculum offer for science is ‘at least as good as’ that offered in the National Curriculum. We understand that children are naturally curious and we encourage this inquisitive nature throughout their time with us and beyond. Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Through the programmes of study in the National Curriculum science document, interwoven with experiences and learning outcomes we feel are important for our children in respect of science, children at All Saints’ will acquire and develop knowledge and skills throughout their primary years. We ensure that ‘Working Scientifically’ skills are built-on and developed throughout a child’s school journey so that children learn to confidently use equipment, conduct experiments, build arguments and explain concepts, whilst continuing to ask questions and be curious about their surroundings.

Through exciting hands on/real life experiences, we build our children’s engagement with science and develop their cultural capital.

Science at All Saints’ is given high priority as a core subject.

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. Through science we encourage our children to think for themselves, to suggest and test their own lines of enquiry and never be afraid to have a go! We believe that science is about finding out through exploring and we place a great emphasis on the importance of ‘Working Scientifically.’ Our whole school approach to the teaching and learning of science involves the following;

• Science is taught in planned and arranged topic blocks by the class teacher. Science homework projects are included each term in the class homework grid. This is a strategy to enable the achievement of a greater depth of knowledge. Where possible, links to other curriculum areas are made.
• Through our planning, we provide and encourage problem solving opportunities that allow children to find out for themselves through first-hand experience. Children are encouraged to ask their own questions and are given opportunities to use their scientific skills and research to discover the answers. Curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children are supported to achieve to the very best of their abilities. Where gaps are found, these are filled.
• We build upon the learning and skill development of the previous years. As children’s knowledge and understanding increases, and they become more proficient in selecting and using scientific equipment, in collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence and to articulate these in a range of ways.
• ‘Working Scientifically’ skills are embedded into lessons to ensure these skills are being developed throughout children’s time at All Saints’. New vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.
• Teachers demonstrate how to use scientific equipment, and the various ‘Working Scientifically’ skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and provide opportunities for workshops with experts and school visits which aim to broaden children’s scientific knowledge and understanding.

Impact
Science is given a high profile at All Saints’. The successful approach to teaching and learning of science at All Saints’ results in a fun, engaging, high-quality science education, that provides children with the foundations 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. Much of science lends itself to outdoor learning and so we provide children with opportunities to experience this. We encourage the use of the fantastic outdoor space that we are so very lucky to have at All Saints'. Through various workshops, trips and interactions with experts, 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 as a result of our community links and connection with national agencies such as the STEM association and our partner High School. Children learn from, and work with, professionals from a range of different scientific backgrounds. Children at All Saints’ overwhelmingly enjoy science and this results in motivated learners.

The impact of the provision of a successful science curriculum at All Saints’ is also evident in our attainment of the Primary Science Quality Mark Outreach Award and our work leading a local primary science cluster.