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Science

1. Rationale/Introduction

1.1 Lickhill Primary School understands the need for all pupils to develop their scientific ability as an essential component of all subjects and as a subject in its own right. A good understanding of scientific knowledge and conceptual understanding helps to support pupils’ work across the curriculum.  We recognise that there are a small number of ‘big ideas’ in science which track through from the very beginnings in EYFS through to GCSE and beyond, and that it is important, therefore, to teach science knowledge and skills as part of a continuum for the children.

2.  Aims and Objectives   

At Lickhill a broad and balanced science education is the entitlement of all children. It is our aim to ensure that all pupils:

2.1 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.

2.2 Are equipped with the scientific knowledge required to understand the uses and implications of science, today and in the future.

2.3 Develop the skills and discipline relating to science, particularly those encapsulated in the working scientifically objectives.

2.4 Regularly revisit knowledge and vocabulary in order to secure understanding and retention.

3. Statutory Requirements  

Statutory Requirements: statutory requirements for the teaching and learning of Science are laid out in The National Curriculum in England Framework Document for Teaching, September 2014 and the Statutory framework for the Early Years Foundation Stage, September 2014.

 

4. Strategies/Implementation  

4.1 Throughout the school

Planning for science is a process in which all teachers are involved to ensure that the school gives full coverage of ‘The National Curriculum programmes of study for Science 2014’ and ‘Understanding of the World’ in the Early Years Foundation Stage. Science teaching at Lickhill Primary School involves adapting and extending the curriculum to match all pupils’ needs. Where meaningful, Science can be linked to class topics, will be practical in nature and will make full use of the extensive outdoor facilities if appropriate. Science will also be taught as discrete units and lessons where needed to ensure coverage, retention and rigour. This ensures progression between year groups and guarantees topics are covered.

 

4.2 EYFS  

Pupils explore science topics through making predictions, using their senses and investigating materials and their properties. Science is taught through the strand of, ‘Understanding the World’. Science teaching and learning is also linked to the other strands of The Early Adopter Early Years framework for learning, 2020. Teachers and teaching assistants support pupils to develop a solid understanding of things occurring around them in their day-to-day lives. Children are encouraged to be creative and inquisitive as they participate in activities. Pupils are encouraged to use their natural inquisitiveness, while taking part in exploratory play in specific scientific areas as well as areas that link across the EYFS framework.

4.3 Key Stage One

During Key Stage One, pupils observe, explore and ask questions about living things, materials and the world around them. They begin to work together to collect evidence to help them answer questions, find patterns, classify and group objects, research using a variety of sources and carry out fair testing. Pupils use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables. Science lessons in Key Stage One are either taught discretely or may be connected to other curriculum areas. Pupils often use the outdoor areas in their science learning. 

4.4 Key Stage Two

Children are encouraged to extend the scientific questions that they ask and answer about the world around them. Pupils carry out a range of scientific enquiries including: observations over time, pattern seeking, classifying, grouping and researching using other secondary. Children in Key Stage Two learn to plan science investigations of all five types. Pupils in Key Stage Two extend their scientific learning using outdoor areas. 

4.5 Cross-curricular Science

Teachers may take advantage of opportunities to make cross-curricular links. They will plan for pupils to practise and apply the skills, knowledge and understanding acquired through Science lessons to other areas of the curriculum.  In particular, meaningful connections are likely to be beneficial with maths and with writing.

4.6

A sequence of lessons should:

4.6.1 Match the NC objectives.

4.6.2 Start with a review of the knowledge from the same topic when last delivered to the children.

4.6.3 Have clearly-identified scientific objectives.

4.6.4 Include relevant Working Scientifically objectives.

4.6.5 Include practical scientific investigations (all five investigation types to be covered over the year).

4.6.6 Have regard to expected standards in the topic to ensure appropriate depth of knowledge and skills experienced.

 

4.7 Assessment

Science attainment is teacher assessed as to whether children are below ARE, at ARE or above ARE within their age phase for each programme of study covered and for Working Scientifically. At the end of the unit of work, progress is assessed to show what the children have learned throughout the unit of work. This is shared with the children and parents at the end of the year in reports. Teachers plan for, teach and assess science investigations which focus on the working scientifically objectives and which cover all 5 investigation types across each year. Whole-class strengths and weaknesses are passed on to new teachers at the end of each year in order to facilitate a smooth transition and progression of scientific skills.

 

4.8 Equal opportunities and SEND

We aim to provide for all children so that they achieve as highly as they can in Science according to their individual ability.  Teachers will identify which pupils or groups of pupils are under-achieving and take steps to improve their attainment. Assessment methods other than writing will be put in place by teachers to help children who are not strong writers to be able to achieve ARE in science. Gifted children will be identified and suitable learning challenges provided. Lickhill is ambitious for every child, whatever their background or circumstances.

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