Science

Intent:

 

Curriculum Design:

To create a science curriculum that is effectively designed and is fully understood by all.

To be ambitious in our aims and follow the national curriculum.

Progression:

To follow a whole school progression model in knowledge and skills.

To have a logical sequencing of concepts.

Assessment and prior learning:

For children to regularly revisit and recall previously learned knowledge from past years/units.

To plug gaps from COVID lockdowns.

To use assessment constructively to inform curriculum design.

To have a purpose for assessment.

Staff training:

To fully consider the depth and breadth of curriculum content. For the curriculum to not be narrowed or surface level. For science as a subject to be valued and prioritised.

To provide high-quality professional development to develop teacher subject knowledge and expertise.

For staff to prioritise health and safety during science experiments.

Addressing the needs of all pupils:

To have equality of opportunity and address children’s additional needs. For all pupils to access content and make progress.

 

Implementation:

 

Curriculum Design:

Curriculum mapping ensures sufficient coverage over time.

Our Science subject leader is checking curriculum coverage and reviewing curriculum design alongside our science governor.

Progression:

The whole school progression model is being followed.

Content is sequenced by teachers to ensure that components of knowledge lead to conceptual understanding.

Assessment and prior learning:

Opportunities are planned and delivered for pupils to practice what they knew and then deepen their understanding.

Teacher assessment shapes future learning.

Staff training:

Professional development and training opportunities are provided for staff, these develop curriculum expertise and health and safety awareness.

Teachers ensure sufficient depth and coverage of all science units.

The profile of Science is raised as a school by teachers, leaders and Science Ambassadors. This includes links with parents via our school Facebook page and whole school projects such as the ‘Great Science Share’.

Addressing the needs of all pupils:

Planning addresses all pupils’ learning needs.

We have equitable delivery tailored to meet the needs of specific children.

 

Impact:

 

Curriculum Design:

Pupils successfully learn all units of the curriculum.

Pupils feel sufficiently challenged.

Progression:

Progress is made in learning across year groups. This progress builds from children’s starting points. Layers of knowledge and concepts are securely built upon this.

Pupils find learning new content and vocabulary useful due to progression in knowledge and skills over time.

Assessment and prior learning:

Pupils retain knowledge, skills and vocabulary from past units.

Pupils can apply their current understanding to future learning.

Staff training:

Pupils’ understanding of scientific concepts is well developed and not piecemeal.

Teachers’ training ensures that they understand all the component strands of the national curriculum, e.g. working scientifically, living things, etc.

Scientific experiments follow health and safety procedures.

Pupil voice shows that children value science and recognise it as an important part of the curriculum as a whole.

Addressing the needs of all pupils:

All pupils make progress and are able to access a rich and broad curriculum in science.

Our Science Ambassadors are:

Mary (Y6), Emily (Y5), Sophia W (Y4), Peter (Y3) and Esme (Y2).

from our Science Ambassadors

Science - Whole school curriculum map

Our Intent, Implementation and Impact in Science

St Mary's Learner Leaflets (Progression of Skills and Knowledge)

Knowledge Progression Document

What does it mean to be a St Mary's Science Learner?

Our School Science Ambassadors

Key Vocabulary

COVID catch-up progression document