Science

Intent: At Rushy Meadow, our children are SCIENTISTS! Our intent is to give every child a broad and balanced science curriculum which enables them to confidently explore and discover what is around them, so that they have a deeper understanding of the world we live in.

We want our children to love science and for there not to be any barriers to learning, regardless of background, ability or additional needs. We want them to have no limits to what their ambitions are and grow up wanting to be in STEM related careers. We want our children to remember their science lessons in our school, to cherish these memories and embrace the scientific opportunities they are presented with! To achieve this, it involves exciting, practical hands-on experiences that encourage curiosity and questioning. Our aim is that these stimulating and challenging experiences help every child secure and extend their scientific knowledge and vocabulary, as well as promoting a love and thirst for learning. At Rushy, we have a coherently planned and sequenced curriculum which has been carefully designed and developed with the need of every child at the centre of what we do. We want to equip our children with not only the minimum statutory requirements of the science National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.

Implementation:

• Teachers introduce the science theme at the beginning of their learning and ask children their previous knowledge and what they would like to find out more about. Teachers then use this to inform their planning of their lessons. Usually, there is a hook to the learning and this can be found at the beginning, middle or end of the theme which engages the children into the new theme. Teachers set up engaging and purposeful learning environments with books, pictures and vocabulary linked to the theme.
• Science is all about encouraging curiosity and feeding their inquisitive minds. Children have plenty of opportunities to ask questions to find out more about something. They then carry out tests to answer these questions practically. The theme planner is sequenced with clear progression from one lesson to the next. Teachers use the national curriculum objectives to plan their lessons. Teacher’s recap previous learning and then plan lessons that involve lots of questioning and discussion in talk partners and groups. The Early Years Foundation Stage Curriculum supports children’s understanding of science through the planning and teaching of ‘Understanding the World.’ Both the environment and teachers foster curiosity and encourage explorative play, children are motivated to ask questions about why things happen and how things work. Our children are encouraged to use their natural environment around them to explore.
• Throughout the science learning this is an ongoing cycle. Children get fully immersed in the theme and given plenty of opportunities to explore their science knowledge. They take part in a range of scientific enquiries: observations, identifying, classifying and grouping, pattern seeking, research and fair testing. Throughout these lessons they are using the key vocabulary which will be displayed on working walls and on the knowledge organisers. Then they have plenty of opportunities to embed their learning through the variety of activities we provide the children and the challenge questions which aid reasoning and explanation. The evidence will be in the children’s independent work and whether they have been able to use the key vocabulary correctly. At the end of each lesson and theme, teachers review learning against the success criteria and check their learning as a class or in pairs.
• There may be opportunities for children to use all their knowledge and understanding to plan their own line of scientific enquiry to show the breadth of knowledge they have gathered at the end of the theme. This is more the case for KS2 children.
• At the end of the theme planner, teachers and children reflect on how successful their science learning was by using pupil voice. Also, teachers assess gaps in their learning that will need to be revisited that year or when they come to learn it again in a different year group.
• As part of the science curriculum, there are opportunities for visitors, trips and workshops which can enhance the teaching and learning of science. This can then prepare them for future learning and careers in the STEM industry.

Impact:

As a result of how science is implemented, we will have a community of scientists who enjoy learning and asking questions about the world around them. Our pupils will develop an understanding of science enquiry and investigation and how they can lead this based on the very real scientific issues that impact their everyday lives. They will develop scientific knowledge that equips them to understand its uses today and for the future. In doing this, pupils will become confident learners, willing to take risks and ask questions. Children will work collaboratively and practically to investigate and experiment. Children will also be able to explain the process they have taken and be able to reason scientifically.

We follow the Primary National Curriculum (2014) programmes of study for Science (see below).

Click on the documents below to see the learning journey our pupils take in their science curriculum.

SCIENCE programmes of study

Primary National Curriculum Science