Science
Subject Coordinator Mrs Andrea Charlton
At Moorside Primary Academy the aim of our science curriculum is to support and develop children’s understanding of the world in which we live. We recognise many of our children have limited experiences of the wider world when they enter school with Understanding the World being an area for development within in our EYFS due to children’s starting points. This understanding is also further impacted by children’s communication and language skills. We recognise the Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living whilst developing vocabulary to support discussions and explanations in relation to this. We aim to give our children an experience beyond their immediate area and one of the core aims of our broad and balanced curriculum offer is to allow children to widen their experience of life beyond the immediate encompassing the wider world and universe to further develop their understanding of the world.
We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within our planned curriculum. The key knowledge identified is informed by the national curriculum and builds towards identified ‘end points’ in accordance with NC expectations. Key skills are also mapped for each year group and are progressive throughout the school this is key to supporting our mixed age planning. Staff use skills and knowledge through dual objective planning to support meeting the needs of mixed-age class teaching. This enables staff to effectively differentiate within lessons as the knowledge is the context in which the skills are taught. Each cohort will cover the core aspects of their key stage (Key Stage 1, Year 3/4 and Year 5/6) across the two-year cycle (Cycle A and Cycle B).
If they are accessing content typically above their chronological age according to the national curriculum this is where the dual objective planning supports adaptive planning. The curriculum has been designed to make as many cross curricular links as possible to exploit opportunities for children to apply their knowledge within a range of contexts and make links across the wider curriculum e.g. use of materials and making a hand puppet animal in DT. A lot of plants/growing topics are linked to healthy eating in DT to support children in making further links in their learning.
Science is a core curriculum subject that is crucial to our pupil’s understanding of the world, next steps and future career aspirations. Through the National Curriculum for Science as a starting point, this is then enhanced to ensure that all pupils:
- Build depth through recalled, connected substantive knowledge, explicit vocabulary expectations, a conceptual understanding of science (through a progressive use of science models) and a hands-on, investigatory approach to teaching. Activity will be varied, targeted to build conceptual knowledge/Wworking Scientifically (WS) skills, support connection and with a gradual release of responsibility (GRR) to the pupils.
- Will be appropriately challenged through a sequential, coherent and ambitious curriculum, dual objective teaching (ensures clear focus, pitch and differentiation by expectation), effective questioning & activity (higher order), formative assessment approach and addressing misconceptions quickly. Independent thinking and investigation will be scaffolded and encouraged with a growth mindset.
- Build connected substantive knowledge through ensuring secure prior knowledge, conceptual understanding to link knowledge across the curriculum, blended learning across topics/wider curriculum and scientific theory development using key scientists within the learning. Factual knowledge is grounded into conceptual knowledge that then expands into connected knowledge.
- Build key disciplinary knowledge & skills through focused/progressive Working Scientifically (WS) skill development (by dual objectives) through a range of Enquiry Types that help pupils to become increasingly independent and successful investigators. Explicit year group specific WS Skills are mapped across the curriculum to ensure coverage, sequencing and the tracking (assessment) of progress.
- Support next steps through high attainment (tracked), conceptual component knowledge & WS Skills to support secondary readiness and where pupils are equipped with the scientific knowledge required to understand the uses and implications of science, engage with current/future debates (Science Literacy) and develop high Science Capital (STEM/Cultural Capital).
EYFS
To support a fully progressive curriculum, the foundations for learning science begin in Early Years Foundation Stage through planned substantive / disciplinary knowledge and key vocabulary development that dove-tails into National Curriculum expectations. Pupils are taught to use appropriate science equipment when investigating the world around them. This builds stronger foundations for success as pupils move into year 1.
The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.
The most relevant statements for science are taken from the following areas of learning:
• Communication and Language
• Personal, Social and Emotional Development
• Understanding the World
Within our EYFS, children’s Science skills are challenged through ongoing levelled continuous provision and targeted implicit and explicit challenges linked to the EYFS framework.
