We make effective use of resources produced by ASE, PSTT, PLAN and SEERIH to support us in planning and delivering the science curriculum at All Saints'. The documents below are of [articular use to use in supporting All Saints' to implement a progressive and well sequenced science curriculum. 

Science Curriculum Statement

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

Intent-our aspirations for children as scientists at All Saints'!

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, and we believe it be better than the National Curriculum! Our passion and enthusiasm for science shines through the curriculum at All Saints', as evidenced by our PSQM Outreach Award. 

Science is an inspiring and practical subject. We understand that children are naturally curious and we encourage this inquisitive nature in our children throughout their time with us and beyond. Science fosters a healthy curiosity in children about our world and universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes.

Our progressive curriculum encourages our children to ask questions and find answers! This in turn develops both scientific knowledge and conceptual understanding of all aspects of science. As children progress through our curriculum, they will develop disciplinary knowledge (scientific skills) which enable them to confidently work scientifically. Essential to this process is the development of scientific vocabulary. Children will be encouraged to use appropriate vocabulary accurately, both when speaking and in their written work. As children progress through school, they will be able to recognise different types of scientific enquiry and plan when to use them. At every stage, children will be encouraged to communicate scientific concepts clearly and accurately, linking their understanding to the world around them.

Throughout each unit, links are made with the wider curriculum, particularly in maths, reading, writing, geography and the use of IT. Children will have opportunities to extend their writing to encompass a range of genre and read for information, for research and for pleasure.

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 questions/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’ and scientific enquiry. Our curriculum is based upon the PLAN matrices, personalised to reflect the needs of children at All Saints'. 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 in the spring term in the class homework grid. This is a strategy to enable the achievement of a greater depth of knowledge and incorporate ‘flipped learning’ into the learning and teaching sequence. 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, involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning and regular retrieval practice 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, embedding retrieval of key knowledge and skills within our teaching. 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 through a full range of scientific enquiry opportunities, 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, and combines retrieval of prior content alongside introduction of new content.
• Teachers model 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.
• Weekly outdoor learning sessions, led by a qualified forest schools’ leader, often enhance the science curriculum.
• A clear progression document for seasonal observation/gardening skills is implemented at All Saints’ to broaden first hand experiences and ensure children ‘know more and remember more’ in respect of this aspect of science.
• Each year, we celebrate British Science Week. We also take part in the annual Great Science Share for Schools. 
• Sustainability and environmental issues are explored through both science and geography. Each year we celebrate world oceans day as part of a wider sustainability focus throughout this week. 

We use our school grounds to enhance our learning in a natural environment. Visiting guests and relevant trips are planned to enhance the learning in the classroom. Each year we plan and deliver a 'Science Week' in line with the British Science Association's plans and take part in the great Science Share for Schools. This further enables our scientists to develop their engineering, technological and observation skills.

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, and ensures children remember key learning. 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. SEERIH 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.