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Science

3 IIIs - Intent, Implementation, Impact

Intent

To provide a high quality science education, understanding the world through the specific disciplines of biology chemistry and Physics. Children should experience essential aspects of the knowledge methods, processes and uses of science.  Through the building key foundational knowledge and concepts. Pupils should be encouraged to understand how science can be used to explain and predict how things will behave and analyses causes. Science teaching and understanding should develop a sense of curiosity about natural phenomena.

 

 

Curriculum Aims

Develop scientific knowledge and understanding.

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

Develop the scientific knowledge require to understand the uses and implications of science in the wider world.

 

Implementation

 

Implement a comprehensive scheme of work, Switched on Science, across the school, ensuring progression of scientific knowledge and understanding.  Showing sequence of lessons prescribing weekly provision and supported by resources. Allowing for monitoring of good progression across topics for each year group. Allowing for challenge for all learners particularly the more able and SEND.

Nursery

Following the Early Learning Goals – Knowledge and Understanding of the World. The science element is taught cross curricular.

Carpet time 10 – 15 minutes. Range of independent and focused activities. Learning journals form the basis of recording observations and spoken language.

Reception

Science content Knowledge and Understanding of the World, science focus the World.

Topic 2 x 35 minute sessions. Carpet and a science table focus. Subject delivery is based around a book either fiction or non-fiction.

Recording is through observations and learning journals, emphasis placed on communication skills.

Assessment

Learning outcomes, EYFS Profile Exemplification, expected standards.

Moderation – Internal moderation half termly, external moderation termly, (local school).

 

KS1/KS2

Science is taught discreetly, following the statutory guidelines, outlined in the National Curriculum. The teaching programmes of study, for year groups, centers on the dictate prescribed in the National Curriculum. Cross-curricular links are evident, emphasis being placed on English, Mathematics and IT.

There is no statutory time allocated to the teaching of science, only guidance.

KS1 1hour per week.

KS2 1.5 -2 hours per week.

Science is recorded weekly, written work showing progression of the subject, including scientific theory and the development of independent working scientifically skills. Emphasis is on using the correct scientific vocabulary and the inclusion of the 6E’s.

Written work to reflect provision for SEND pupils and high attainders’.

Monitoring

Half-termly monitoring of planning and book scrutiny

Progress assessment half-termly, formative and summative. Progress between terms is recorded on Target Tracker.

A detailed analysis of attainment is undertaken and findings reported to staff and the SLT.

 

Key stage 1

Following the statutory guidelines laid down in the National Curriculum

Working Scientifically

  1. asking simple questions and recognising that they can be answered in different ways
  2. observing closely, using simple equipment
  3. performing simple tests
  4. identifying and classifying
  5. use observations to answer questions
  6. gather and record data

 

Lower Key Stage 2

 

  1. asking relevant questions and using different types of scientific enquiries to answer them
  2. setting up simple practical enquiries, comparative and fair tests
  3. making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  4. gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  5. recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  6. reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  7. using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

 

Upper Key Stage 2

 

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

Progression Map

Science Overview

Science overview(1)

SDP - Full Document

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