INTENT
The Science curriculum at Burghfield St. Mary’s is designed as part of a broad and balanced education which meets the needs of all children. Topics are informed by the national curriculum, our whole school cross-curricular themes and a desire to capture the children’s interest. The science curriculum fosters a curiosity in children about our world and promotes respect for living and non-living things, combining the acquisition of knowledge, concepts and scientific skills. The science curriculum at Burghfield St Mary’s is planned and structured to ensure that current learning is linked to previous learning. In line with the national curriculum 2014, the curriculum at Burghfield St Mary’s aims to ensure that all pupils:
- 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
- are equipped with the scientific skills required to understand the uses and implications of science, today and for the future.
Throughout our topics, linked to the national curriculum programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each phase, as well as the application of scientific skills. We are conscious that the Working Scientifically skills are built-on and developed throughout children’s time at the 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.
IMPLEMENTATION
The two year rolling Science plan incorporates the statutory requirements of the National Curriculum 2014 through opportunities which best meet the learning and developmental needs of the children in our school. Where appropriate, links are made between the Science taught and our cross-curricular whole school topics. Science is taught in blocks, so that children achieve depth in their learning. Teachers identify the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each phase across the school. 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.
Cross curricular outcomes in Science are specifically planned for. Planning is informed by and aligned with the national curriculum science programme of study for each year group. Consideration is given to how greater depth will be demonstrated within lessons, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are monitored through assessment of each unit of work to ensure that they reflect a sound understanding of the key identified knowledge.
The Reception Class follow the Early years foundation stage (EYFS) statutory framework.
IMPACT
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 curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching. In this way it can be seen to impact in a very positive way on children’s outcomes.
Science learning is embraced by teachers and pupils across school. Outcomes in topic books, evidence a broad and balanced Science curriculum and demonstrate the children’s acquisition of identified key knowledge and concepts. Through various experiments, trips and interactions with planned ‘wow’ experiences, children have the understanding that science affects our lives and is vital to our understanding and responsibilities to ourselves and the world around us.
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