Implementation

How each unit works

Each science unit plans to meet the criteria of the National Curriculum, extending children’s scientific and conceptual understanding, as well as their awareness of the nature, processes and methods of science. There is an equal focus on teaching the children how to work scientifically and ensuring that they acquire appropriate scientific knowledge, with emphasis being put upon five core scientific skills: planning, observing, recording, concluding and evaluating.

Each year group studies between five and six science units per year (six in KS2 consistently), with one unit being taught each half term. These units are rooted in the specific disciplines of biology, chemistry and physics, and are rotated so that in a year, every cohort will have spent time learning about each core discipline. Each year group also spends some time looking at individual scientists or inventors from around the world who have had a major impact on our lives in some way. Our curriculum is organised logically, so that units of learning that focus on plants, growing or light, for example, are taught in summer term, as this is when the plants and flowers are in their growing period, and the light is stronger and more consistent for observing shadows.

Our varied science curriculum is presented systematically to ensure that children’s knowledge and understanding progresses steadily throughout their time with us. Core units of learning are revisited in multiple year groups, for example ‘Living Things and Their Habitats’, which is taught in Years 2, 4, 5 and 6. This is to ensure that the children are building upon key foundational knowledge and skills as they move through the school. By Year 6, we expect pupils to be showing a deeper understanding of a wide range of scientific ideas, drawing upon and utilising knowledge and skills taught all the way through the school.

Scientific knowledge

• Technical vocabulary
• Specific disciplines of biology, chemistry and physics
• Nature, processes and methods
• The world around them
• The uses and implications of science, today and for the future

Scientific concepts

• Pattern seeking
• Observation over time
• Grouping and classifying
• Using equipment and fair testing
• Research
• Seeking answers to problems through questioning
• Seeking answers to questions through collecting and presenting data

Scientific skills

• Questioning
• Practical enquiries
• Prediction
• Observation
• Measurement
• Collecting data and results
• Recording findings
• Conclusion and explanation
• Making comparisons
• Using evidence to support or refute ideas

Early Years Foundation Stage (EYFS)

In the Early Years Foundation Stage, children are actively encouraged to notice, talk about and explore the world around them and think about how it works, through both indoor and outdoor provision. This includes noticing and observing processes and features of their immediate environments, for example, changes in plants each season, the weather, different sounds, and different properties of  materials, through one of the 7 areas of learning; ‘Understanding the World’. Their scientific learning mostly takes the form of hands on exploration, which is in turn supported by both child and adult-led activity, discussion and questioning. By the time the children are in Reception, they are beginning to develop more subject specific knowledge through their more formally taught ‘topic’ sessions, such as how humans grow and change, and the basics of plant life. This then forms the foundation for the discrete and more in-depth science curriculum and teaching that begins in Year 1.

The early learning goals in the EYFS aim to guide children in their exploration of the world around them, and their experiences of processes, objects, materials and living things. Through this, they can begin to attribute meaning to the similarities, differences, patterns and changes that they can see around them.

Key Stage 1

In Years 1 and 2, children begin to engage more actively in scientific enquiry, exploring different ways in which they can ask questions. They are taught to use technical vocabulary through discussion, and how to make sensible predictions. They are supported in setting up and performing simple tests or investigations based around a question, using specific equipment. They are shown how to make close observations and to talk about what they notice, in groups or as a whole class. The children are supported in recording data they have collected in simple charts or graphs, and begin to classify and group information, using their knowledge and understanding of scientific processes.

By the end of Key Stage 1, the children should be starting to use their observations and findings to formulate their own ideas, suggesting answers to key scientific questions.

Key Stage 1 Science Curriculum Map

Key Stage 2

In Years 3 to 6, children continue to immerse themselves in practical enquiry-based science learning, building upon their understanding and experiences from Key Stage 1. Children will become increasingly confident when considering more complex scientific questions, perhaps being given a problem to solve and considering their own enquiry questions. They will continue to plan for and set up practical investigations, and will learn how to ensure they are appropriately comparative, as well as a fair test. By Upper Key Stage 2, this will include consideration of different variables and how changes to these might impact results. Predictions made will be based on scientific knowledge and understanding. Children will be able to make systematic and careful observations, taking measurements with increasing accuracy and precision and using a range of more complex equipment with skill. They are taught to use specific scientific language when recording their findings, and will present increasingly complex data accurately and in a variety of ways, including scientific diagrams, scatter and bar charts, line graphs and tables.

By Upper Key Stage 2, children will be able to report and present their findings clearly in oral and written form, drawing their own conclusions and using relevant language to justify scientific ideas. They will be supported in considering when further investigations or observations might be needed in order to answer additional questions that may have arisen. They will make practical suggestions about how their working methods could be improved, learning from experience. By the end of the key stage, some children will consider causal relationships in the data they have collected, and begin to identify scientific evidence that supports or refutes the ideas or arguments they have identified, linking these to concepts or problems beyond their initial enquiry questions.

Key Stage 2 Science Curriculum Map

SEND

By design, the science curriculum is practical as much as possible, and allows children to explore and learn in a kinaesthetic way. This itself lends itself to inclusivity during science lessons.  Science units are designed to suits to needs and abilities of all children, including those with SEND and detailed examples of differentiation are included on ever unit plan. At the planning stage, any additional adaptations are considered and planned for by the class teacher to ensure all children can access the lessons. Examples of this may include pre teaching of new concepts or key vocabulary, visual supports in class such as word mats and additional use of knowledge organisers, mixed ability pairs and groups or at times 1:1 support from an adult. Occasionally, if SEND means that a lesson is inaccessible for a child in class, discussions with the SENDCo or Assistant SENDCo will occur, in liaison with the science leader to ensure adaptations are made.