At George Carey 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 realise that young children are naturally curious and passionate about learning; we provide a stimulating Science curriculum that nurtures children’s natural curiosity and their on-going intellectual development. Through a hands-on, knowledge-based curriculum, children will experience the joy of having wonderful ideas, exploration and investigation –that is, the joy of finding out. Our aim is that these stimulating and challenging experiences help children secure and extend their scientific knowledge and vocabulary. We believe that these opportunities will ensure that our children are confident, life-long learners who will explore the world around them.
We intend for children to: 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 be 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 knowledge-based focus, and that working scientifically skills are taught through this.
At George Carey, we encourage children to be inquisitive throughout their time at the school and beyond. Our science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living things. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study which are embed within our science units, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at our school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings.
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. Our whole school approach to the teaching and learning of Science involves the following;
A cycle of lessons for each National Curriculum programme of study, which carefully plans for progression and depth.
Through our planning, we involve problem solving opportunities that allow our children to find out for themselves. Our children are encouraged to ask their own questions and are given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, using high-quality practical resources to aid understanding of conceptual knowledge. Teachers use a range of questioning in class to revise and review conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up;
We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence;
Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching and knowledge organisers. 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 whenever possible;
Scientific Enquiry is embedded within all science programmes of study. Love to Investigate opportunities accompany each topic to give children the opportunity to apply their scientific knowledge to different disciplines. Love to Investigate topics are linked with the current Topic being taught which increases opportunity for cross-curricular learning and application.
Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
Regular events such as Science Week provide broader provision and allow for the acquisition and application of knowledge and skills.
At George Carey our Science Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. Impact is measured through a range of assessment for learning opportunities within the unit of work. These assessments are then inputted into Integris (our school tracking system). All data is overseen by the Science Co-ordinator.
How do we support children in science who do not meet end of unit expectations?
Each science lesson builds upon previous knowledge and skills learnt. Regular Assessment for Learning Opportunities allow teachers to assess where pupils need to go next. Objectives that children are not meeting should are built into the next lesson or unit. For those pupils who are still not meeting expectations review lessons are built into the MTP at the end of the half term.
Our progressive science curriculum offers opportunity which allow children to revisit objectives previous years. In addition, revision of objectives and programmes of study through love to investigate topics are built into each science unit and across year groups.