“Science is more than a body of knowledge; it is a way of thinking, a way of sceptically interrogating the universe.” Carl Sagan
Science teaches an understanding of natural phenomena. It aims to stimulate a child’s curiosity in finding out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate creative thought. Children learn to ask scientific questions and begin to appreciate the way in which Science will affect the future on a personal, national and global level.
Teaching and Learning in Science
In order to effectively explain each of our subject areas, key documentation is established by the subject leader and shared with all relevant teaching staff. This documentation includes:
- The Subject Policy
- The Subject Long Term Plan with key learning
- The Progression Document for the disciplinary knowledge
- The medium term planning and resources created by the subject leads.
These documents collate, and clearly outline the expectations, coverage and implementation of the Science curriculum.
Subject leadership Documentation
In addition, subject leaders are required to monitor the effectiveness of their subject throughout each academic year. In order to do this with effect, the following documentation is updated regularly.
- Subject review – an audit of the subject is completed annually RAG rating the effectiveness of the subject identifying subject priorities.
- Subject Action Plan – Developed using the School Development Plan priorities and the end of year audit to establish next steps as we continue to strive to improve each subject area.
- Monitoring Cycle –Our Learning Enquiry approach ensures the monitoring of Science. Our carefully scheduled book looks, learning walks, planning/resource checks, pupil voice and staff voice. All findings are collated; feedback is shared and next steps are actioned. Planning and resource checks are completed at the start of the unit by the Science team to ensure no learning is lost.
Delivery of Science
Our Science curriculum is taught every other week. This is to ensure sufficient coverage so that the knowledge and skills are taught. Retrieval of key learning will take place weekly.
Teaching approaches (Supported and developed by ASE and TAPS)
- Oracy using strategies from Voice 21
- Use of scientifically accurate texts (written by scientists)
- Use of scientific enquiries (Identifying, classifying and grouping; observation over time; secondary research; pattern seeking and comparative and fair testing.
- Working scientifically skills
- Using scientific resources and diagrams
- Use of thinking maps to develop an understanding of details before answering detailed questions
Lesson content
In support of foundational understanding of Science, key components of lessons have been established in conjunction with teaching performas to support class teachers with consistent delivery lesson-by-lesson.
These key components Science lessons will include:
- Reference to skills of a Scientists – Children are reminded of key skills that are commonly used in this subject area i.e. Plan, Do and Review and the key working scientifically skills within each aspect.
- Working scientifically skills – To support subject understanding and intertwine substantive and disciplinary knowledge, each lesson will have a component of a working scientifically skill taken from the progression document of each year group.
- Key vocabulary – Relevant and focused vocabulary for the lesson are shared, discussed and defined in context with support of teachers encouraging clear and purposeful discussion and practical work throughout.
- Core 10 strategies – Evidence based, high quality teaching strategies are employed where appropriate encouraging modelling, retrieval strategies, accurate assessment and purposeful reflections by learners.
Performance and Learning Evidence
Evidence collation is key to support the learning process and the monitoring of teaching and learning by subject leaders and senior leaders. In order to evidence History effectively, the following strategies have been implemented:
- EYFS – Tapestry and throughout conversations with teachers.
- Year 1 –Science floor book is acceptable evidence in Autumn, individual Science books for the summer term.
- Year 2 to Year 6 – Individual Science books and end of unit quizzes.
As per our Marking and Feedback policy, adults are encouraged to formatively assess throughout the entire learning sequence, ensuring proactivity and responsivity to the needs of all children. This feedback can be verbal or written feedback.
The Class Teacher assesses children after each unit based on the knowledge and skills they have demonstrated over time with a focus on the progress they have made. This process uses evidence from the child’s science books, conversations with the child and observations within the lessons. In the last lesson of the unit, the children will complete an ‘end of unit quiz’ that has been developed by the subject lead that is directly in line with the key learning for the unit of work. This enables the Class Teacher to make judgements on whether the child is working towards age-related expectations, working at age-related expectations, or exceeding age-related expectations for that unit of science.
