Science

The awe, wonder and importance of science can not be underestimated in how we understand, assess and evaluate the importance of this subject. Not only does biology, chemistry and physics influence everything around us it also impacts at every point of our daily lives and the choices we make. Science truly is phenomenal. This area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms, and the physical environment and provide opportunities for critical evaluation of evidence.

At Hovingham Primary our science curriculum will enable pupils to:

• acquire, retain and retrieve key scientific knowledge and skills through specific disciplines of biology, chemistry and physics
• work scientifically
• be curious and fascinated about natural phenomena
• understand the knowledge, methods, processes and uses of science
• recognise how science has changed our lives and is vital to the world’s future prosperity
• develop an understanding of how science can be used to explain what is occurring, predict how things will behave and analyse causes
• recognise the influence of technological and medical advances have impacted on their lives and those of others
• recognise the significance of technological and engineering advances on settlement, entertainment and mobility.
• acknowledge the choices advances in science provide to us to maintain our own health, wellbeing and life chances and opportunities.
• celebrate significant scientists now and in history.
• think and act as a scientist. This requires immersion in a line of enquiry, use of quality resources including texts

The National Curriculum provides the knowledge  and skill development for the science curriculum being taught throughout the school, which is now linked, where possible to the theme topics to provide a creative scheme of work, which reflects a balanced programme of study.

The science content, for every year group, from Nursery to Year 6, is carefully mapped out so that teachers know and understand what to teach and when to teach it. All sequences of learning are planned so that there is cohesion and key knowledge, and skills are protected. Science is taught within planned blocks for continuity and depth. We use snap science.

What will this look like in the classroom ?

Our teaching sequence, through the 5A model, will: 

	Aim: Identifying the Science being studied in the context of previous learning, using knowledge organisers and class vocabulary walls to support.
	Activate: Brief review of learning covered in previous lesson/s. Specify key vocabulary to be used and its meaning.
	Acquire: Specific key vocabulary to be used and its meaning, know how to speak like a scientist.
	Apply: Provide opportunities for the children to investigate in a variety of contexts, working scientifically, predicting, evaluating, synthesizing,
	Apply: Obtain and present evidence through observations, comparisons and collected data.
	Assess: Consider and evaluate evidence making connections with scientific knowledge and understanding.

Our classrooms will:
• Provide appropriate quality equipment for each area of the curriculum.
• Have developed learning walls which include carefully chosen vocabulary and visual aids which children can continually refer back to in order to support their scientific learning.
• Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.
• Have access to knowledge organisers which children can refer to during lessons. These are used to prompt upcoming learning and for review.
• Have access Collins reading texts, as outlined in Science snap, which are relevant to the current topic in order to extend and further engage them in their learning.

Our children will be:
• Engaged because they are challenged by the curriculum which they are provided with.
• Resilient learners who overcome barriers and understand their own strengths and areas for development.
• Able to critique their own work as a scientist because they know how to be scientists.
• Safe and happy in science lessons which give them opportunities to explore their own creative development.
• Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses scientific skills and knowledge
• Develop scientific skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.

How will we measure the impact ?
Pupil Voice will show:
• A developed understanding of the methods and skills of scientists at an age appropriate level.
• A progression of understanding, with appropriate vocabulary which supports and extends understanding.
• Confidence in discussing science, their own work and identifying their own strengths and areas for development.

Displays around school and books will show
• Pupils have had opportunities for practice and refinement of skills.
• A varied and engaging curriculum which develops a range of scientific understanding and skills.
• Developed and final pieces of work which showcase the skills learned.
• Clear progression of skills in line with expectations set out in the progression grids.
• That pupils, over time, develop a range of skills and techniques across all of the areas of the scientific curriculum.

The curriculum leader will:
• Celebrate the successes of pupils through planned displays.
• Collate appropriate evidence over time which evidences that pupils know more and remember more.
• Monitor the standards in the subject to ensure the outcomes are at expected levels.
• Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.