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Science

Rationale

Our Science curriculum incorporates the statutory elements of the National Curriculum with the principles of the Coleridge ethos – aspire, desire, believe, achieve. Whether in KS1 or KS2 Coleridge primary school offers a high quality science education through the 3 disciplines of biology, chemistry and physics. Children are taught knowledge, skills, methods and processes whilst exploring concepts that offer curiosity and excitement. At Coleridge we promote and develop curiosity, exploration and explanation so that children can understand and reason why and see how science has contributed to and changed the world we live in.

Aims

The national curriculum for science aims to ensure that all pupils:

  • 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 knowledge required to understand the uses and implications of science, today and for the future

We started our journey to improve the teaching and learning of Science for every child in September 2018. Science is led by Mrs J. Bowns who draws upon and uses current research and pedagogy to shape the curriculum and drive and improve standards. This document sets out our approach and the teaching and learning of Science.

At Coleridge Primary School we aim to provide a high quality, inclusive Science curriculum which provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. We feel it is vital and essential to the world’s future prosperity that all pupils are taught knowledge, skills, methods, processes and uses of Science. We believe Science should create excitement and curiosity but should also encourage children to express their thoughts, observations, explanations of what is happening, make predictions and enable them to analyse their findings.

Planning

Science is planned using the National Curriculum programmes of study and ‘Understanding the world’ in the Early Years Foundation Stage. Each programme of study is mapped out on a long term plan which ensures clear coverage across year groups and phases. The next part of the planning process is where the learning objectives and key scientific concepts are formulated on to a medium term plan. Staff use the progression of skills document to ensure that the learning is both sequential and progressive from one year and phase to the next.

Teaching and learning

To ensure high standards of teaching and learning in Science, Staff have good subject knowledge due to the CPD they engage with and their outward facing approach to their practices. The carefully designed Science curriculum provides our children with rich, meaningful and a wide range of learning experiences that aim to:

  • Prepare our children for life in an increasingly scientific and technological world today and in the future.
  • Help our children acquire a developing understanding of the nature, processes and methods of scientific ideas.
  • Support and develop but also extend our children’s scientific understanding of their world.
  • Build on our children’s natural curiosity whereby they develop a scientific approach to problem solving.
  • Encourage thinking skills, self-assessment, resilience and develop their investigative skills – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
  • Develop and extend their scientific vocabulary and application.
  • Make links between Science and other subjects across the curriculum.

We adopt and use a variety of teaching and learning approaches in our science lessons. Our primary aim is to develop children’s knowledge, skills, independence and understanding. This can be done through whole class teaching, while at other times we engage the children in an enquiry based research activity. We actively promote and encourage the children to generate their own as well as answer scientific questions. They have opportunities to use and analyse a variety of data, such as statistics, graphs, pictures and photographs. Where appropriate the children use computing in science lessons where it supports, enhances and deepens their learning. They take part in role play and discussions and they present reports to the rest of the class. Through our science curriculum the children engage in a wide variety of problem solving activities which are purposeful and meaningful to them.

Vocabulary

Each area of study requires children to read, write, spell and define a set of given vocabulary linked to the key ideas within the Science concepts being covered. This vocabulary is displayed on the Science working wall as well as in children’s science books where it can be referred to throughout a unit of work. These are bespoke to the unit and have been carefully designed and crafted so that the children are being exposed to subject domain vocabulary which is then applied in their oral and written work.

Children complete a pre task (beginning) and a post task (end of unit) to ascertain the skills and knowledge at the start and end of the unit. This enables Staff to identify and address any misconceptions with precision which makes our Science curriculum bespoke for all children and groups.

In addition, to each unit of work a famous or inspirational Scientist is researched, discussed and incorporated into lessons so that the children can make links to their own work. We strive to raise the children’s aspirations in the field of STEAM and organise curriculum days, have visitors in linked to these areas of expertise and we have interactive Science displays where the children can conduct their own research.

At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.

They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.

Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.

School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.

Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.

Some of the benefits of knowledge organisers

  1. A knowledge organiser makes the teacher think hard about what will be taught.
  2. Knowledge organisers are an endless source of meaningful homework activities.
  3. Knowledge organisers are an excellent tool for inclusion.
  4. Knowledge organisers create opportunities for spaced retrieval practice.
  5. Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
  6. Used appropriately, knowledge organisers can increase retention of facts

At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:

  • Key vocabulary (linked to Progression of language)
  • Key places and people
  • Useful diagrams (as required for the topic)
  • Key dates for a subject like history (e.g. when the two World Wars were)
  • Key themes
  • Important quotes
  • Stem sentences for a subject like Science or Maths

We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.

If you would like any information about our knowledge organisers then please contact us at enquiries@coleridgeprimary.org

Topic Overview 2020/21

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Autumn 1 Seasonal changes

Part 1 –

How do the seasons change?

Seasonal changes

Part 2 –

How do the seasons change?

 

Animals including humans

How can living things stay healthy?

Rocks

Are all rocks the same?

Living things and their habitats

Part 1 -What’s the same and different about living things?

Living things and their habitats

Part 2 – What’s the same and different about living things?

Animals including humans

Part 2 –

How do our choices affect how our bodies work?

Animals including humans

Part 1 –

How do our choices affect how our bodies work?

Autumn 2 Animals including humans

Part 1 -What are bodies and what can they do?

 

Everyday materials

Part 1 – How do we choose materials?

Light

What is the dark?

Animals including humans

What do our bodies do with the food we eat?

Forces

How do things move?

Electricity

Can we vary the effects of electricity?

Spring 1 Plants

Do living things change or stay the same?

Living things and their habitats

What is alive?

Force and magnets

What can magnets do?

States of matter

Is water always wet?

Earth and Space

Part 1 –

Sun, Earth and Moon : what is moving?

 

Part 2 –

Sun, Earth and Moon: what is moving?

Evolution and inheritance

How do things change over time and place?

Spring 2 Plants

Do living things need different things to survive?

Light

How do we see?

Summer 1 Everyday materials

What are things made from?

 

 

Plants

What is alive, dead or never alive?

Animals including humans

How do living things work?

Sound

How do we hear different sounds?

Properties and changes to materials

Part 1 – what are things made from and why?

Part 2 –

Can we change materials?

Living things and their habitats

Part 2 –

Living things: What’s the same and what’s different?

Summer 2 Animals including humans Part 2 -What are bodies and what can they do?

 

 

 

Everyday materials

Part 2 –

Can we change materials?

Electricity

Can we control electricity?