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Science
Introduction:
“The important thing is to never stop questioning.” Albert Einstein
At Valley Invicta Primary School at Holborough Lakes, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires. The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science, encouraging inquiry-based learners.
The experience of pupils using scientific methods of investigation should develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities to developing children’s questioning. The National Curriculum will provide a structure and skill development for the science curriculum taught throughout the school, which is linked into our knowledge-based curriculum learning. We endeavour to ensure that the Science curriculum we provide, will give children the confidence and motivation to continue to further develop their skills into the next stage of education and adulthood.
The teaching sequence in Science
In Science, like all other subjects, we recognise the importance of the methods and practice of teaching (the pedagogy) we choose to use in enabling pupils to know more, understand more and remember more. In Science, the following approaches will be used, and be evident in pupils’ books, in order to ensure that the Science learning opportunities are as effective as possible and that pupils progress throughout the year and across year groups during their history experiences in school:
For more information, please click here.
Assessment
Formative Assessment
Formative Assessment is the continual assessment of knowledge throughout a unit of work, or even a lesson. This enables the teacher to make changes to their teaching, to address misconceptions, and to provide scaffolds and support for those pupils who require it. In all of our lessons, formative assessment is a key part of our teaching process.
Summative Assessment
Summative Assessment is assessment that is completed at the end of a unit of work to evaluate progress. In Science, we use two types of summative assessment to assess pupils’ learning. In years 2 to 6, we use pre-assessments and post-assessments via quizzes in purple mash to collect data on mastery of a topic. The ‘pre-assessment’ is delivered before the unit is taught so the teacher can gather an understanding of which areas need the most teaching and learning. Then, at the end of the unit of work, the children complete the same set of questions as a ‘post-assessment’ to evaluate how much progress has been made. Not only do these provide clear, measurable data for teachers but also enable the children to express their, often, deep understanding of a topic.
In Year 1 and 2, we use mastery statements to determine whether children have mastered a topic. E.g. ‘Child A name 4 parts of flowering plant.” These statements are set by teachers and subject leaders to ensure coverage of the National Curriculum and are discussed at the end of a unit to explore what topics need to be recovered and which are secure.
Final Outcomes
The way knowledge about a topic is stored is similar to a complex, interconnected web or ‘schema’. Every time a pupil encounters a word they have previously learned, but applied in a new context, it adds to the complexity of their understanding of that concept. In other words, they develop a deeper understanding of that concept and enhance their capacity to use that concept in their own thinking. Working from this model, all of our units of work end with a ‘final outcome’ to provide purpose to our learning and to enable children to synthesise their learning.
E.g. ‘Research and design a wild area for our school site, suitable for our plants and animals like our hedgehogs.’
We believe authentic outcomes help children to see a real-life impact behind the acquisition of their new knowledge. It motivates pupils to see that learning leads to change, that their voices matter and that their actions make a difference.
Question 1: When light bounces off a surface, it is.. |
Tick the correct answer |
absorbed |
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dissolved |
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reflected |
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bounced |
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Progression and vocabulary - full information
We are also delighted to have been awarded the Primary Science Quality Mark - find out more by clicking the logo below!
Useful websites:
BBC Bitesize Science: https://www.bbc.co.uk/bitesize/subjects/z2pfb9q
Reach out reporter from Imperial College London: https://www.reachoutreporter.com
Activities and ideas to do science at home: https://www.stem.org.uk/home-learning
Inspiring Scientists - Diversity In British Science: https://royalsociety.org/topics-policy/diversity-in-science/inspiring-scientists/
Curriculum Intent, Implementation and Impact 1
Intention 1:
To build a Science curriculum which develops learning and results in the acquisition of knowledge.
Implementation:
- Clear and comprehensive scheme of work in line with the National Curriculum. Teaching and Learning should show progression across all key stages within the strands of Science.
- Through learning journeys Children have access to key language and meanings in order to understand and readily apply to their written, mathematical and verbal communication of their skills.
- Children will access resources to acquire learning through Science equipment, digital technology, practical experiences and school enhancement experiences. Children will use a range of secondary resources to develop their knowledge and understanding that is integral to their learning.
Impact:
- Children will achieve age related expectations in Science at the end of their cohort year.
- Children will retain knowledge that is pertinent to Science with a real-life context.
Curriculum Intent, Implementation and Impact 2
Intention 2:
To build a Science curriculum which, enables children to become enquiry based learners.
Implementation:
- Clear and comprehensive scheme of work in line with the National Curriculum. Teaching and Learning should plan for practical investigative opportunities within Science lessons termly.
- Children will reflect on previous learning and cross curricular links will be made through Literacy and Theme. Children will be able to build on prior knowledge and link ideas together, enabling them to question and become enquiry based learners.
- Educational Visits - Where applicable links to Science will be made to develop the children’s topical learning.
- British Values and PSHE linked to our Values of mutual respect and rule of law.
- Children will learn and revisit the importance of our world and how it should be treated.
Impact:
- Children will achieve age related expectations in Science at the end of their cohort year.
- Children will retain knowledge that is pertinent to Science with a real-life context.
- Children will be able to question ideas and reflect on knowledge.
- Children will work collaboratively and practically to investigate and experiment.
- Children will be able to explain the process they have taken and be able to reason scientifically.
Science in EYFS
For more information about Science in EYFS, please click on the document link below.