Science

Intent

At St Oswald’s, we aim to ‘Touch the Future’ with our science curriculum. We plan for all children to:

• Develop scientific knowledge and understanding through the specific aspects of biology, chemistry and physics.
• Develop an understanding of the nature, processes and methods of science through different types of scientific enquiries that help them to answer scientific questions about the world around them.
•  Become 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 St Oswald’s, 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 Assertive Mentoring 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.

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 Assertive Mentoring 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.

The outdoor learning environment will be used whenever appropriate to provide children with enriched skills-based learning experiences. Teachers will build on our children’s natural curiosity and develop 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 the planned science curriculum.

Teachers will ensure they teach specific scientific vocabulary as identified on the unit plans. This will be inside their science books at the start of each topic for children to refer to throughout the teaching process.

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

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 shows children are engrossed and can know and remember more about Science linked directly to the intent. 
• All book monitoring shows that theory and intent are being implemented in the order and approach as planned by the subject leader. 
• All books show assessment stages throughout each term (assessments, post-learning knowledge) within the curriculum construct that show children are knowing and remembering more. 

Non-Negotiables for our school Science work

• Knowledge organisers provided for all children for all topics.
• Teachers focus on Scientific vocabulary which is taught, shared and revisited.
• Teachers ensure Scientific enquiry is equally weighted with knowledge and understanding.
• Teachers ensure the equivalent of 2 hours per week on the curriculum timetable is dedicated to Science.
• Teachers ensure books are marked in line with the school policy focusing on Scientific vocabulary.
• The school holds a dedicated Science Week annually.
• Work in EYFS is recorded on Evidence Me and in floor books.
• Key Stage 1 – children’s Science work is recorded in individual Science books.
• Lower Key Stage 2 – children’s Science work is recorded in individual Science books.
• Upper Key Stage 2 – children’s Science work is recorded in individual Science books.
• Children are assessed termly using Assertive Mentoring assessments.
• Science assessments are recorded on Insight Tracking.