Science

“The important thing is to never stop questioning”

Albert Einstein

What is the intention of the KS1 and KS2 Science Curriculum?

Science engages pupils in questions about the world before, around and after their existence. Our science curriculum will encourage curiosity in our pupils about our universe through the acquisition of knowledge, concepts, skills and positive attitudes. Our science curriculum aims Foster a wonder and understanding of[An1] [M(2]  the uses and implications of science, today and for the future, increase their scientific capital and acquire detailed knowledge develop scientific knowledge and conceptual understanding through biology, chemistry and physics, develop understanding of the nature, processes and methods of science through scientific enquiry and become critical, scientific thinkers. Our pupils:

1. Foster a wonder and understanding of[DH3] [M(4]  the uses and implications of science, today and for the future
2. Increase their scientific capital and acquire detailed knowledge develop scientific knowledge and conceptual understanding through biology, chemistry and physics
3. Develop understanding of the nature, processes and methods of science through scientific enquiry
4. Become critical, scientific thinkers

How will this be implemented?

Whilst we refer to the separate aspects of scientific knowledge, the aim is to carefully blend all together in planning and teaching.

1. Foster a wonder and understanding of[An5] [M(6]  the uses and implications of science, today and for the future

Pupils will be encouraged to explore and question the world around them through discussion, investigation and observation[DH7] [M(8] . Teaching will support, encourage and inspire pupils to respect, understand and question the science that came before them, that surrounds them as well as future advances. Observation will foster curiosity[DH9] [M(10]  and respect for the natural and man-made world. Discussion will support deeper understanding. Investigation will inspire. Pupils’ learning of the when, why and where, will develop their respect for the how. Enrichment experiences will enhance their learning and feed their curiosity further all the while removing any boundaries to their ambition[DH11] .

2. Increase their scientific capital and acquire detailed knowledge develop scientific knowledge and conceptual understanding through biology, chemistry and physics

Pupils will be exposed to key scientific questions and the fundamental foundations of science alongside the significant scientific figures responsible. Pupils will be given the opportunities and experiences in order to know: Who discovered electricity? Why do we still talk about Sir Isaac Newton and his apple? What is gravity? Pupils through exploration and investigation [MH(12] will get to meet those who came before them in order to teach them what may come next and why.  Knowledge of science’s impact and progress throughout history will underpin their understanding of its nature, processes and methods.  Our curriculum will provide exposure to experiences, resources and knowledge, developing positive attitudes for our pupils to build on throughout their lives.

3. Develop understanding of the nature, processes and methods of science through scientific enquiry

Pupils will develop their understanding of the nature, processes and methods of science through a cyclical curriculum that builds on the foundations laid down in prior learning. Each half-termly topic will be mirrored across each key stage to embed prior knowledge as well as secure new learning. The first four half-terms build knowledge through investigation resulting in a focus on innovation in the summer term. Please see the appendix below which outlines the progress across the year.

Supporting this, science units and individual lessons will be guided by an enquiry question. The enquiry questions serve to focus the study of a specific topic and provide a lens through which to filter the vast amounts of possible content that could be taught. The enquiry question for the unit, weaves the sequence of lessons together, promoting pupils to identify links between them. We want our pupils to acquire and utilise in-depth knowledge as opposed to a broad range of isolated facts.

4. Become critical, scientific thinkers

We deliver a science curriculum that encourages pupils to think critically, weigh evidence, analyse arguments and interpretations, and develop perspective and judgement. This is supported by utilising learning activities that promote scientific thinking, such as:

• Investigating a diverse range of key scientific figures
• Exploring key scientific discoveries made through both error and judgement
• Examining the impacts of key scientific discoveries
• Opportunities for pupil led discussion and debate
• Enrichment activities designed to inspire and embed teaching and learning
• Independent study and investigation
• Opportunities to innovate

The Harris Federation provides training to teachers and science subject leaders on how to build their knowledge and understanding of the science curriculum. Training focuses on methods of teaching the subject in a way that maintains the integrity of the subject, achieving the four areas of implementation, whilst also stimulating curiosity and engagement.

How will we judge the impact of the science curriculum? 

The science curriculum will make a profound and positive impact on the outcomes of every pupil.  The structure of the curriculum enables us to return to core knowledge throughout the course, embedding key aspects of understanding. The curriculum documents for science outline the key enquiries and core knowledge for each scientific [DH13] [MH(14] [M(15] enquiry and these are supported with: knowledge organisers defining the core knowledge; lesson resources exploring the core knowledge and low stakes assessments to help teachers judge how far the core knowledge has been retained by pupils. 

The impact of the curriculum will be judged by how well the pupils can remember, understand and apply the core knowledge they have learned. 

Teachers should frequently reflect on whether students know more and are able to remember key scientific information from earlier in the sequence as well as their most recent learning. Our teachers implement a range of summative and formative assessment tools which support the progress of all pupils.

• Starter recall quizzes
• Assessment for learning
• Class based discussion
• Collaborative investigation
• Independent enquiry
• Extended writing
• Challenge tasks
• Multiple Choice Quizzes
• End-of-unit extended tasks
• Parent Feedback
• Pupil voice

Teachers will also receive feedback on the impact they are having through observation, and Network Events provide an opportunity to share best practice and pupil outcomes across academies within the Federation.