Science

Staff

 

Mrs S Swanton
Science Leader

Intent

 

Barton Moss science curriculum aims for all children to

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
  • 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.
  • Are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.

At Barton Moss, we understand that children are naturally curious and we encourage this inquisitive nature throughout their time with us and beyond. Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Through the programmes of study in the National Curriculum science document children will acquire and develop these skills throughout their Primary years. We ensure that the Working Scientifically skills are built-on and developed throughout their school career so that they can use equipment, conduct experiments, build arguments and explain concepts confidently and continue to ask questions and be curious about their surroundings.

Class teachers follow the Barton Moss Science curriculum when planning. Our curriculum has been developed to show progression through the year groups.

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;

  • Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge.
  • We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
  • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding.

Science at Barton Moss results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. Through various assemblies, workshops, trips and interactions with experts, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity.

By the end of Early Years Foundation Stage

 

Within the EYFS, Science is integral to the Early Learning Goal of Understanding the World. Through Carefully planned lessons and resourced provision, the Early Year Curriculum develops the foundations of what it means to be a scientist. Activities are carefully planned to meet the Early Learning Goals and develop characteristics of effective learning which underpin all of the skills and knowledge needed to ensure our pupils are next stage ready.

Early Learning Goals The Natural World Children:

  • Explore the natural world around them, making observations and drawing pictures of animals and plants;
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  • Understand the effect of the changing seasons on the natural world around them.

By the end of Key Stage 1

 

Within key stage 1, we ensure that our expectations enable all pupils

  • to establish and begin to develop the key skills, knowledge and principals of working as a Scientist and the content outlined in the National Curriculum.
  • develop on the outcomes achieved by the EYFS, the children extend their knowledge of seasons and use their observation skills and experiences to date to embark on their journey as young scientists.

There is a strong emphasis on the teaching of knowledge and vocabulary.

The principal focus of science teaching in key stage 1 is to enable pupils to

  • experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them.
  • to be curious and ask questions about what they notice.

They are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to

  • answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information.
  • to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.

Most of the learning about science is done through the use of first-hand practical experiences with the additional use of appropriate secondary sources, such as books, photographs and videos to deepen pupils’ knowledge.

By the end of Lower Key Stage 2

 

The curriculum enables pupils to broaden their scientific view of the world around them. They do this through

  • exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.
  • ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information.
  • draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

There is an increasing focus on the understanding of scientific vocabulary, both in reading and spelling.

By the end of Upper Key Stage 2

 

The curriculum enables pupils to develop a deeper understanding of a wide range of scientific ideas. They do this through

  • exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they
  • encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.
  • begin to recognise that scientific ideas change and develop over time.
  • select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils
  • draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

 Pupils read, spell and pronounce scientific vocabulary correctly.

Downloads

Progression of Skills 

Progression of Knowledge 

Science Knowledge and Understanding Progression of Vocabulary 

Non negotiables

 

Use of knowledge mats for each new topic including vocabulary and sticky knowledge.

Scientific vocabulary shared, taught and revisited.

Scientific enquiry equally weighted with knowledge and understanding.

Equivalent of 2 hours per week.

Books marked in line with school policy focusing on vocabulary.

Enhancement days in books as evidence.

EYFS- recorded on Target Tracker

Key Stage 1 –Group big purple books.

Lower Key Stage 2 -Individual purple books for knowledge and understanding. Class big purple books for Sc1.

Upper Key Stage - Individual purple books for knowledge and understanding. Class big purple books for Sc1.

In 2021/2022 The focus is around strengthening and deepening the science application ready for formally assess through test in 2022.

Implementation

 

Class teachers will plan meaningful lessons aiming to develop knowledge, skills and confidence in Science. In the Early Years Foundation Stage, Science is covered within knowledge and understanding of the world.

In KS1 and KS2, class teachers will plan their lessons following the school Science curriculum. When planning and teaching Science, although it will be taught discretely, teachers should aim where possible to make links with other subjects so the children can transfer and apply their skills. Teachers will use reading and writing as a vehicle to learn about and present Science learning. Clear and appropriate cross curricular links will be made where possible.Teachers will build on our children’s natural curiosity and developing a scientific approach to problems and help the children acquire a growing understanding of the nature, processes and methods of scientific ideas.

Teachers will ensure accurate teaching of subject specific vocabulary, skills and knowledge by following Barton Moss Science curriculum.

Teachers will ensure they teach specific scientific vocabulary as identified on the unit plans. This will be on the front cover of the Science books for children to refer to throughout the teaching process.

During the school year, teachers will enhance the curriculum by engaging children during Science week.

Teachers will plan for collaborative learning within teams and groups in order to support and help one another to reach their goals. Children will also be asked to solve problems and answer questions independently; individual learning in Science will create resilient, confident learners.

Impact 

 

  • Book monitoring will show that all children’s outcomes are 100 % good outcomes or better. 
  • Book monitoring will show at least 50% percent have outstanding evidence that show children are engrossed and can know and remember more about Science linked directly to the intent. 
  • All book monitoring shows that theory and intent is being implemented in the order and approach as planned by the subject leader. 
  • All books show assessment stages throughout each term (star sheets, assessments, reading, progress maps) within the curriculum construct that show children are knowing and remembering more. 
  • At the end of each term Target Tracker will show that children are on target to meet age related
  • Data at the end of eyfs will show at least 75% will achieve the understanding the world objectives.
  • By the end of Key Stage 1 at least 82% of children will be age related with 10 percent achieving above. 
  • By the end of Key Stage 2 at least 84% of children will be age related with 15 percent achieving above. 
  • Book monitoring and pupil voice will show that staff know which children are engaged in Science activity within or outside of school or those that show potential.