Science
Intent
At St. Benedict’s Catholic Primary School our vision is to give children a Science curriculum which enables them to explore and discover the world around them, confidently, so that they have a deeper understanding of the world we live in. We place a strong focus on developing and extending children’s working scientifically skills. To achieve this vision we include exciting, practical hands on experiences that encourage curiosity and questioning.
Our aim is that these stimulating and challenging experiences help children secure and extend their scientific knowledge and vocabulary. We empower children to act, think and undertake learning as a scientist might to ensure that learning is purposeful and engaging.
At St. Benedict’s Catholic Primary School our vision is to give children a Science curriculum which enables them to explore and discover the world around them, confidently, so that they have a deeper understanding of the world we live in. We place a strong focus on developing and extending children’s working scientifically skills. To achieve this vision we include exciting, practical hands on experiences that encourage curiosity and questioning.
Our aim is that these stimulating and challenging experiences help children secure and extend their scientific knowledge and vocabulary. We empower children to act, think and undertake learning as a scientist might to ensure that learning is purposeful and engaging.
Implementation
In key stage 1, pupils learn through experience and observation, looking more closely at the natural and humanly-constructed world around them. We encourage all children to be curious and ask questions about what they notice, developing their understanding of scientific ideas to answer their own questions, including observing changes, noticing patterns, grouping and classifying things and carrying out simple comparative tests. Most of the learning is based on first-hand practical experiences but some knowledge is sublimated by books, photographs and videos.
In lower key stage 2 pupils broaden their scientific view of the world around them by exploring, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They ask their own questions and make some decisions about types of scientific enquiry. They observe changes, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests. They draw conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
In upper key stage 2 pupils develop a deeper understanding of a wide range of scientific ideas; through exploring and talking about their ideas; asking questions; and analysing functions, relationships and interactions more systematically. The children encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas change and develop over time. They select the most appropriate ways to answer science questions using different types of scientific enquiry, drawing conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
Throughout all stages the children use age appropriate scientific terminology which should be spelt correctly.
In key stage 1, pupils learn through experience and observation, looking more closely at the natural and humanly-constructed world around them. We encourage all children to be curious and ask questions about what they notice, developing their understanding of scientific ideas to answer their own questions, including observing changes, noticing patterns, grouping and classifying things and carrying out simple comparative tests. Most of the learning is based on first-hand practical experiences but some knowledge is sublimated by books, photographs and videos.
In lower key stage 2 pupils broaden their scientific view of the world around them by exploring, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They ask their own questions and make some decisions about types of scientific enquiry. They observe changes, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests. They draw conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
In upper key stage 2 pupils develop a deeper understanding of a wide range of scientific ideas; through exploring and talking about their ideas; asking questions; and analysing functions, relationships and interactions more systematically. The children encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas change and develop over time. They select the most appropriate ways to answer science questions using different types of scientific enquiry, drawing conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
Throughout all stages the children use age appropriate scientific terminology which should be spelt correctly.
Impact
At the beginning of each topic the children are involved in creating a mind map indicating the level of their subject knowledge, at the end of each topic the children then add to the mind map showing what they know understand. This indicates the progress that they have made during the topic.
Driver words are emphasised and planned into each topic and should be evident in the assessment.
Teachers plan for assessment opportunities throughout the topic as well as at the end.
Teachers use classroom monitor to record the attainment of the pupils against the learning objectives, after each session.
Moderation will take place once per half term though a review of books from each class by the subject lead. There will also be an opportunity for Key stages to meet alongside the subject lead and moderation the children work together to ensure the progression of learning across the Key Stage.
At the beginning of each topic the children are involved in creating a mind map indicating the level of their subject knowledge, at the end of each topic the children then add to the mind map showing what they know understand. This indicates the progress that they have made during the topic.
Driver words are emphasised and planned into each topic and should be evident in the assessment.
Teachers plan for assessment opportunities throughout the topic as well as at the end.
Teachers use classroom monitor to record the attainment of the pupils against the learning objectives, after each session.
Moderation will take place once per half term though a review of books from each class by the subject lead. There will also be an opportunity for Key stages to meet alongside the subject lead and moderation the children work together to ensure the progression of learning across the Key Stage.
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