As scientists we will be learning how the world around us works, how animals including humans evolved, live and reproduce and how plants survive and grow. To see what we are learning when take a look at the links below.
Science is taught both as a subject specific lesson and where appropriate cross-curricular links should be made. These lessons build upon previously taught knowledge, skills and vocabulary. Th
e Science curriculum is underpinned by the National Curriculum and Early Years Framework which is sequenced onto the subject progression map and used in school to understand previously
taught knowledge, skills and vocabulary and ensure the children’s learning will progress throughout school.
The children’s learning in science should be revised and deepened though regular independent activities in CCL lessons. These should be designed to allow children to further delve into and deepen their understanding of current science topics that they learn in discrete lessons. They can also be used to revise and revisit previous learning. This may be used to revise a previous topic from the academic year or previous year group learning objectives, in preparation for an up-and-coming unit of work.
Within our Early Years settings, the practitioners promote science as a natural and critical part of children’s early learning and understanding of the world around them. Children’s curiosity about the natural world is encouraged and practitioners in our Early Years settings use this to begin to develop children’s scientific interest, understanding and questioning.
Working scientifically should be embedded learning opportunities in all science learning opportunities to give children chance to both explore new concepts and to apply their learning, e.g. exploring the components of an electrical circuit, then learning about electricity and circuits before using this to build a working circuit. This will then lead to being able to identify if a circuit will work by looking at a drawn circuit.
Vocabulary is embedded throughout the progression map to ensure that children are introduced to the correct vocabulary for units and to ensure progression throughout the year groups. For example; children develop an extensive scientific vocabulary moving from naming parts of the body in Year 1 such as ‘heart’ to knowing specific vocabulary for parts of the circulatory system i.e. artery.
Practitioners should work to ensure pupils’ gain cultural capital through the opportunities to develop their curiosity through carefully planned lessons involving experiments or investigations, the exposure to a range of scientific skills and knowledge that raises pupil’s aspirations to become budding scientists and ensures they are ready for high school.
Children should recap previously taught scientific vocabulary and be introduced to new scientific vocabulary relating to their learning objective(s). Opportunities should be planned for children to work scientifically and participate in investigations and experiments where appropriate. Previous learning should be reviewed at the beginning of each lesson through different techniques such as recall quizzes, labelling diagrams and odd one out quizzes.
Vocabulary cards specific to their new science topics should be used at the beginning of all new topics, to highlight key vocabulary and knowledge, stuck into their science books at the start of a new unit of work. Learning objectives for each lesson should be displayed to support children in their independent learning. Non-fiction texts should be made available in reading corners and school libraries to develop children’s understanding of scientific matter and encourage their natural curiosity of the world around them.
Within the classroom, children should be encouraged and supported to acquire the key knowledge required to become scientists and be involved in ‘hands on’ experiments where pupils’ knowledge and skills are put into practice as often as possible though discrete lessons and CCL.
Monitoring by the Science curriculum leader will show pupils are confident in discussing Science, their own work and their strengths and areas for development. They are able to show a progression of understanding, knowledge of scientific facts and apply appropriate vocabulary which supports their learning. Work and discussions with pupils should show clear progression of skills in line with expectations set out in the progression grid.
The learning environment should show pupils have had opportunities for practice and refinement of skills, through displays, assemblies and presentations. Work books should show that pupils have independently made, or being supported to make in-line with the SEND policy, expected progress through units of carefully planned work, to meet the objectives as set out in the progression map; this could be shown through written accounts, labelled diagrams, photos of practical activities alongside speech bubble quotes to show pupils’ understanding, in relation to their learning objectives.