Statement of Intent
“Science is discovering new things and how they work. We love science and feel excited and curious.”
At Chacewater school our aim is to develop a fun, practical and engaging high-quality curriculum that inspires the next generation to foster a love for science, so that they can succeed and excel throughout their life. We promote and celebrate scientific role models and science vocations to foster aspirations for their own future.
Our progressive curriculum focuses both on scientific knowledge (substantive knowledge) and working scientifically (disciplinary knowledge) so that the pupils are able to build upon prior learning and make connections. In this way the pupils are able to develop transferable scientific skills.
We provide hands-on, practical activities that enable and encourage the pupils to question, explore and discover the world around them. We follow specific lines of enquiry: observation over time; identifying, classifying and grouping; comparative and fair testing; use of secondary resources and pattern seeking. These are then linked to working scientifically skills.
We have built our curriculum following the 3 strands of science: biology, chemistry and physics as a way of creating transition between the primary and secondary phase.
Where possible, we utilise the outdoor space for wider learning, contextual learning and also develop community links to celebrate the importance of science in a number of fields.
Chacewater School provides full coverage of the new National Curriculum, following the programmes of study for each year group carefully. It provides a balance between working scientifically (disciplinary skills) and learning scientific facts (substantive knowledge).
The acquisition of key scientific knowledge is an integral part of our science lessons. In addition, where there is a thematic link we aim to maximise this for learning in context, but sometimes, where they don't exist naturally, the subject is taught discretely.
Working scientifically skills are embedded into lessons to ensure these are being developed throughout the children’s school career, and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the themes. Each skill is taught through a line of enquiry. Symbols accompany each skill and enquiry, and are used throughout the school as a hook and reference. The progression of skills for working scientifically are developed through the year groups as shown on the planner with scientific enquiry skills being of key importance within lessons.
We have developed knowledge organisers to enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit. We also start each unit with some form of concept map or prior knowledge task, so that the children can build upon previous learning and also make fundamental connections. (identifying vertical links as well as horizontal) Misconceptions can also be picked up on and addressed.
Science books are passed onto the next year so that children can use these as aid memoirs and strengthen their scientific understanding across each unit, which also enables them to make connections between different areas in science.
Programmes of study are taught across the year and are a driver for the overall theme where appropriate: KS1 (4 programmes of study) KS2 (5 programmes of study). We make specific decisions on the plants/animals to study in each year group based in part on our locality, the seasons, prior knowledge and the link to our themes to ensure progression.
At Chacewater, teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards by putting theory into practice and the real world so that science is both powerful and purposeful. In order that all pupils can access the science curriculum, we consider the following: varying recording methods; using pre-teach sessions; referencing and developing knowledge organisers and considering practical ways in which to promote and encourage high standards for all. In addition, floor books are used not only to record learning, but also as an aide memoire, which the children can actively use to support their learning and consolidate knowledge. These are also passed on to the next year so that pupils can refer back to previous learning and identify links across each theme.
The successful approach to the teaching of science at Chacewater results in a fun, engaging, high- quality science education that provides children with the foundations for understanding the world around them, in order that they can take this inquisitiveness with them once they complete their primary education.
In order to identify the impact of our science teaching and learning we incorporate the following: reviewing prior knowledge; quizlets; mini tests; the use of individual science books taken throughout the school for reference/establishing links; concept maps and the use of floor books, which the children use regularly to solidify their understanding. We use TAPS (Teacher Assessment In Primary Science) to assess the working scientifically skills and track progress.
In addition we gather information about the impact of science. This includes: audits, pupils voice, staff input and development, book scrutinies and observations. Through these means we aim to establish that the children at Chacewater school:
demonstrate a love of science work and an interest in further study and work in this field
retain knowledge that is pertinent to Science with a real life context.
are able to question ideas and reflect on knowledge.
are able to articulate their understanding of scientific concepts and be able to reason scientifically using rich language linked to science.
demonstrate a high love of mathematical skills through their work, organising, recording and interpreting results.
work collaboratively and practically to investigate and experiment.
achieve age related expectations in Science at the end of their cohort year.