Science

Subject position statement

At St Willibrord's School we aim to deliver a high-quality Science education which provides children with the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity. All pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. Children are encouraged to understand how Science can be used to explain what is occurring, predict how things will behave and analyse causes through our curriculum themes.

Our Science teaching will enable children to: 

• 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 ask and 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.

 Alongside the national curriculum aims at St Willibrord’s we also aim to;

• Spark interest, using stories, tactile hook activities, eliciting prior learning and showcasing real scientists from a variety of backgrounds
• Build vocabulary and encourage the use of scientific terminology, so that children can explain their learning fully, with confidence and make connections with the world around them
• Provide a safe forum for sharing ideas about science, so that the children can use reasoning and listening skills to unpick misconceptions
• Provide practical experiences for the students to apply their scientific knowledge, while developing their enquiry skills, which include observing over time, recording results, pattern seeking, research, fair and comparative testing

 Subject Specific Long-Term Planning: Can be found by clicking here

Progression Document - Working Scientifically - Can be found by clicking here

 How Science has been designed to meet the needs of all learners:

• Science is taught to all children, whatever their ability and individual needs. Science forms part of the curriculum, and we ensure we provide learning experiences that are relevant, purposeful and interconnected.
• Teachers use AFL practices to assess pupils’ understanding before, throughout and after sessions. Thought-provoking questions are asked at the start of each new programme of study to get to the heart of what the children already know. Concept cartoons are also used to give pupils opportunities to verbalise their understanding of concepts and phenomena they are experiencing and make links to previous life experiences. This enables teachers to adapt lessons to ensure all pupils are accessing sessions and being challenged at an appropriate level.
• The Curriculum Overview and Long-Term plans for Science map out year group’s specific learning. Where pupils are not accessing learning at the expected level for their year group the teacher would look to previous year groups learning to ensure that pupils are secure on previous knowledge and skills before moving on. Where children need additional challenge they would be expected to increase their independence when working scientifically. Expectations for Working Scientifically for each year group are also mapped out for each year group.
• If a child is showing a high level of attainment in Science, at St. Willibrord’s, we would encourage the pupil to further develop mastery in their Enquiry/Working Scientifically (WS) skills rather than to engage in learning from the subsequent year group’s curriculum. We do this by encouraging and supporting pupils to develop their WS skills. Pupils are supported to utilise WS skills relevant to their year group and any necessary equipment with increased confidence and independence and then apply them to a range of different situations.
• At St. Willibrord’s we focus on enquiry/WS skills to ensure that they are embedded successfully within our science curriculum. Children need to develop their WS skills to become good scientists and learn to apply what they have learnt in different circumstances.

To provide the best possible opportunity for pupils to understand and retain information, we use and incorporate a repertoire of multi-sensory approaches. A full range of media is used, for example, visual and hands-on materials such as artefacts, photos, symbol/vocabulary charts, written questions, concept maps and writing frames.

Teachers are aware of the different ways pupils like to learn. Teachers plan to use a range of ICT to enable learning. This, along with practical activities such as model making and pictorial recording helps us to offer a range of ways of recording responses to a task. Activities that support memory, sequencing, developing spoken language and social behaviour are planned for in Science for all pupils including those with SEND.

An example of this would be where pupils have different roles within a science enquiry e.g. a recorder/ observer/ measurer.

Science learning in the Early Years Foundation Stage

In the EYFS children develop early Science skills through the specific area of learning, ‘Understanding the World’. Science skills are explored through the Characteristics of Effective Learning and all science learning is underpinned by the Communication and Language aspects of the Development Matters document. The children are given the opportunity to learn new skills, consolidate and apply learning through both adult led and child-initiated learning experiences. At St. Willibrord’s, we believe that children must be supported in developing the knowledge; skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical experiments and work with a range of materials.

At St. Willibrord’s we understand that;

Children find out about the world through exploration and from a variety of sources, including their families and friends, the media, and through what they see and hear. Children should be involved in the practical application of their knowledge and skills, which will promote self-esteem through allowing them to make decisions about what to investigate and how to do it.

To give children the best opportunities for effective development in their ‘Understanding of the World’, our EYFS staff will plan for: activities based on first-hand experiences that encourage exploration, observation, problem solving, prediction, critical thinking and discussion;

• continuous provision that supports this area of learning;
• an environment with a wide variety of activities inside and outside that attract children’s interest and curiosity;
• activities which are imaginative and enjoyable;
• adult support in helping children communicate and record orally and in other ways;
• supplementary experience and information for children with sensory impairment;
• opportunities to observe, assess and plan the next steps in children’s learning;
• relevant training to improve staff’s knowledge, skills and understanding.

Science in Key stage 1 and 2

At Key Stage 1 and 2, we continue to develop children’s Science skills and knowledge through a broad range of tasks and experiences. The new Science curriculum 2014 has been implemented throughout the key stages using The Kent Scheme of Work which provides children with a range of scientific skills through a broad study of nature phenomena and materials in the world around them and ensures progression.

Where possible, the Science curriculum has been integrated into our whole school themes to ensure all children access learning experiences that are relevant, purposeful and interconnected.

How we make sure Science is assessed effectively:

Teachers assess children’s work in Science by making informal judgments during lessons, through conversations with pupils and when marking work. On completion of a learning objective the teacher assesses the class against age related expectations and uses this assessment to plan for future learning. Written and verbal feedback given is in line with our school policy. Attainment is recorded termly on iTrack.

Teachers make a formal assessment of the children’s work in Science at the end of Key Stage 1 & Key Stage 2 that is then reported to the Local Authority in line with national data collection guidelines.