Science

Science Curriculum Statement

Introduction

Science is a core subject within the national curriculum; within EYFS, it is taught through Understanding  the World with links into all other areas of the curriculum.

Intent

At Heytesbury School, our intent for Science is to put working scientifically at the heart of the curriculum  thus enabling children to apply their subject knowledge. The children will retain and build on their knowledge through our rolling programme because it revisits their subject knowledge and skills as they move through the school. In this way, the children will be equipped with the enquiry skills and knowledge they will need as they become adults in a rapidly changing world.

EYFS Frame work

Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. As well as building important knowledge, this extends their familiarity with words that support understanding across domains.

National Curriculum

In science in KS1, children will be taught to work scientifically through learning the enquiry skills of:

  •           asking simple questions and recognising that they can be answered in different ways
  •          observing closely, using simple equipment
  •          performing simple tests
  •          identifying and classifying
  •          using their observations and ideas to suggest answers to questions
  •          gathering and recording data to help in answering questions.

 In science in lower KS2, children will be taught to work scientifically through learning the enquiry skills of:

  •         asking relevant questions and using different types of scientific enquiries to answer them
  •          setting up simple practical enquiries, comparative and fair tests
  •          making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  •          gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  •          recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  •          reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  •          using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  •          identifying differences, similarities or changes related to simple scientific ideas and processes
  •          using straightforward scientific evidence to answer questions or to support their findings.upils should be taught to:
  •          identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  •          identify and describe the basic structure of a variety of common flowering plants, including trees.

In science in upper KS2, children will be taught to work scientifically through learning the enquiry skills of:

  •           planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  •          taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  •          recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  •          using test results to make predictions to set up further comparative and fair tests
  •          reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  •          identifying scientific evidence that has been used to support or refute ideas or arguments.

 In addition, children are taught to consider health and safety issues where carrying out investigations.

 All the enquiry skills will be taught through the programme of study for science.

 Programme of study    -     KS1 (Years 1 and 2)

  •          Plants 
  •          Animals including humans
  •          Everyday materials
  •          Seasonal changes
  •          Living things and their habitats
  •          Uses of Everyday materials

Programme of study    -     KS2 (Years 3,4,5 and 6)  

  •          Plants 
  •          Animals including humans
  •          Rocks
  •          Light
  •          Forces and magnet
  •          Living things and their habitats
  •          States of matter
  •          Sound
  •          Electricity
  •          Properties and changes of materials,
  •          Earth and space
  •          Forces
  •          Evolution and inheritance
  •          Light

 Implementation

Early Years Foundation Stage

In the EYFS, the children have opportunities to participate in adult-led and child initiated structured play activities to develop their scientific understanding. They are encouraged to talk about similarities and differences in relation to materials and living things; to make observations of animals and plants, and explain why some things occur, as well as talk about changes. They will also engage in first-hand experiences including school trips and visitors to enhance their learning  within  this specific area. Staff also ensure that meaningful  cross-curricular links are made with specific areas of learning eg Language & Literacy.

Key Stage One & Two

 The programme of study is  based on the areas of Biology, Chemistry and Physics.  Working Scientifically skills are woven through each unit of the programme. In addition each class has the opportunity to discover “science in action”, a unit which reinforces key working scientifically skills linked to the curriculum.  The curriculum is taught through a two year rolling programe  in EYFS , years 1, 2 and 3. In Year 4, 5 and 6 there is a three year rolling programme .

 The ‘spiral’ approach to sequencing the units within the programme of study  gives an opportunity to revisit previous learning and to building upon previous units. Where a unit introduces a new subject area, not previously taught at Heytesbury, the revisit session allows the children to link their own experiences outside school to the subject area.

 This provides ample opportunity for pupils to:

● consolidate enquiry skills

● develop their understanding of scientific knowledge and concepts.

 Due to mixed year groups, classes children are taught the subject knowledge appropriate for their key stage while they develop scientific enquiry skills appropriate for their year group. 

 Recording children's work

Children have science books in KS1/2 in which they record their learning. In the EYFS scientific achievements are learning are recorded on TAPESTRY (until Sept 21)  or  the class floor book (from Sept 21)

 Impact

The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

 All children will have:

• a wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills.

• a richer vocabulary which will enable to articulate their understanding of taught concepts and comprehend new knowledge or skills through reading or discussion with others..

• high aspirations, which will see them through to further study, work and a successful adult life.

• a curiosity for the world around them which will enable them to be inquisitive and question new concepts which come their way.