Science | Clee Hill Community Academy

Intent

At Clee Hill Academy we aim to encourage our children to develop their curiosity of the world around them, providing first hand experiences to help develop enquiring minds through questioning, discussion and collaboration. We aim to provide access for all children in science through practical, meaningful and challenging activities that stimulate young minds, creating independent inquisitive learners who enjoy science.

Our curriculum sets out: the significant and key knowledge that pupils should know and remember as well as the skills that the children will develop and build on; the key concepts that children will return to in different contexts and year groups; the prior learning that the children can build on; the vocabulary that will be introduced as well as the sequencing and progression of the units to be taught. This knowledge can be broken down into:

the products of science (substantive knowledge) e.g. concepts, laws and theories
the practices of science (disciplinary knowledge) e.g. knowing how scientific knowledge is gained through scientific enquiry. The national curriculum refers to this as working scientifically.

Our three principle aims for pupils in science at Clee Hill Community Academy are:

to have good scientific knowledge and conceptual understanding of biology, chemistry and physics.
to develop scientific skills through different types of science enquiries to help them answer questions about the world around them.
are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Implementation

The core of our science curriculum is the National Curriculum for England. The curriculum has been specifically sequenced in a logical progression to ensure that new knowledge builds on what has been taught before: Early Years to Year 6. This enables our pupils to know more and remember more. End points are clearly identified for each year group; time allocation has been carefully considered to provide children with opportunities to master key concepts.

Sequences of lessons build logically on what has been learned before and enable pupils to build and strengthen their schemata
Sequences of lessons follow the long-term plan and match curriculum intent
Activities enable pupils to remember the right things and do not overload their working memories
Scientific terms are used with care
Time and resources are used well, moving on when pupils are ready but allowing enough repetition and practice.

To understand one concept in science you need to understand many other concepts. Pupils must know and remember what has been taught previously. This knowledge must be accurately learned, remembered and understood in order to move on, because they can’t make sense of a new concept if they haven’t understood earlier ones. At Clee Hill Community Academy we use the PLAN primary science assessment resources which includes:

knowledge and working scientifically matrices that provide additional guidance which clarifies the statements for each year of the National Curriculum
annotated collections of children’s work that provide examples of work that meet the expectations of the knowledge statements for each topic from each year of the science National Curriculum
progression documents that highlight the links between the topics taught in different year groups and the development of working scientifically skills and
CPD resources that can be used for your personal development or with teachers during CPD session

All children have access to an ambitious science curriculum that is both challenging and enjoyable and raises pupil’s aspirations. We widen their horizons through a context rich curriculum, that gives purpose to their learning, through high expectations for every child to succeed.

Our school values are interweaved with science to ensure all learning stimulates and excites pupils’ curiosity about the world around them. Pupils are provided with a variety of scientific opportunities, enabling them to develop the ability to pose questions, investigate these using correct techniques, accurately record their findings using appropriate scientific language and analyse their results. Pupils work in science through collaboration as well as independently learning to build on previous knowledge. This means that pupils can reason and use their knowledge to work scientifically.

The structure of science lessons will vary based on the topic, year group and the individual needs of the children in the class. However, effective science lessons will include:

Key vocabulary
Reference to prior knowledge/ opportunities to discuss misconceptions & preconceptions
Input of new information through question and challenge
Guided practise and independent practice/ activity
Working scientifically elements

Science lessons at Clee Hill Community Academy focus on developing creative and challenging science lessons that encourage pupils to use higher-order thinking skills. Our ‘Thinking, Doing Talking Science’ programme of learning enable their pupils to think and talk about scientific concepts through dedicated discussion times, they provide them with a wide range of opportunities for creative investigations and problem solving and they focus pupils’ recording so that is there is always time for practical science.

At Clee Hill Community Academy we record all our science work in floor books. The children work collaboratively on activities and enquiries. Their contributions are recorded, and teachers annotate work to show understanding, identify areas for improvement and assess progress. Questions are posed to extend thinking and learning, and children are encouraged to feedback to one another. All contributions are valued and the children respect one another’s work

Curriculum unit organisation

We have carefully sequenced and mapped out our topics in line with the National Curriculum. The whole school Science Overview works on a 2-year cycle.

Science and the EYFS

Science at Foundation Stage is covered in the ‘Understanding the World’ area of the EYFS curriculum. It is introduced indirectly through activities that encourage every child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them.

Throughout the EYFS, the children will explore creatures, people, plants and objects in their natural environments. They will observe and manipulate objects and materials to identify differences and similarities. They will also learn to use their senses, feeling dough or listening to sounds in the environment such as sirens or farm animals. They will make observations of animals and plant and explain why some things occur and talk about changes.

Children will be encouraged to ask questions about why things happen and how things work. They might do activities such as opening a mechanical toy to see how it works. In the Reception class, the children will use Problem Pup stories to solve science problems and they will be supported to ask questions about what they think will happen to help them communicate, plan, investigate, record and evaluate findings.

Our Early Years Curriculum

As part of our EYFS curriculum, there are milestones which have been carefully constructed with an end goal, to reflect our own dynamics and environment to meet our children’s needs, whilst ensuring a stimulating, challenging and diverse curriculum. Although many aspects of the Early Years Curriculum develop a solid understanding for Science in Year 1, 'An Eager Explorer' is of particular importance to show the progression of learning through Nursery and Reception.

EYFS Curriculum milestones and goals

Impact

The impact of our curriculum is that:

Our pupils love Science and can explain the importance of the subject in their everyday lives. They can also explain how the subject will help them in their future careers.
Pupils’ attainment is in line with national expectations and pupils are prepared for the next stage of education.
Pupils have the knowledge and skills needed that allow them to go on to destinations that meet their interests and aspirations.
Our teachers have high expectations for every pupil which is evident throughout the high standard of work which pupils clearly take pride with.
Our teachers have good subject knowledge and plan well-structured lessons that build on prior learning.
Subject leaders have a clear understanding of the schools’ strengths and the areas of improvement – all staff have a consistent drive to ensure pupils are the best they can be.
Key documents and reference

Working scientifically

National curriculum science programme of study

Teacher assessment exemplification for KS2 Science document