Science

Intent

At Great Sankey Primary School, we believe that Science is a body of knowledge built up through the experimental testing of ideas.  We believe Science is a practical way of finding answers to questions we may ask about the world around us.  In our school, Science is about developing children’s ideas and curiosity, and working with them to make sense of the world in which they live, both through investigation and using and applying their scientific skills. We believe that a broad and balanced Science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability. Our aims in teaching Science include the following:

• Preparing our children for life in an increasingly scientific and technological world today and in the future.
• Helping our children acquire a growing understanding of the nature, processes and methods of scientific ideas.
• Helping develop and extend our children’s scientific concept of their world.
• Building on our children’s natural curiosity and developing a scientific approach to problems.
• Encouraging open-mindedness, self-assessment, perseverance and developing the skills of investigation – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
• Developing the use of scientific language, recording and techniques.
• Developing the use of computing in investigating and recording.
• Making links between Science and other subjects.

Useful Websites

Kid Zone - PowerWise

KS1 Science - BBC Bitesize

KS2 Science - BBC Bitesize

Science Fun at Home - Primary Science Teaching Trust (pstt.org.uk)

Implementation

With mixed age ranges within the school, we have a two year rolling programme based upon the 2014 Primary National Curriculum, which provides a broad framework and outlines the knowledge and skills to be taught in each Key Stage. Teachers plan lessons using our personalised Milestone documents.  The Milestones ensure that the curriculum is covered and the skills, knowledge and vocabulary taught is progressive throughout each phase. In addition, they allow teachers to plan lessons that build upon previous knowledge and regular retrieval activities are planned in to assess how well they are retaining previously taught knowledge. Consideration is given to how a deeper understanding will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. ‘Working Scientifically’ skills are embedded within the content of each block of learning so that pupils learn to use a variety of approaches to answer scientific skills. Furthermore, we look for opportunities to link any science learning to STEM activities which incorporate cross-curricular challenges for the children to utilise a wide variety of skills. To this end, we have established links within the academy trust, with local high schools and FE colleges to further develop STEM learning.

Finally, at GSP, we ensure that our science curriculum equips all our children in gaining ‘real-life’ experiences that are transferable in the wider curriculum. Educational visits are another opportunity for the teachers to plan for additional science learning outside the classroom.  At GSP, the children have had many opportunities to experience science on educational visits. For example, EYFS and KS1 have taken part in workshops about owls, reptiles and amphibians. 

Impact

The quality of our science curriculum is high, it is well thought out and is planned to demonstrate progression within children’s learning, use and knowledge of scientific vocabulary and their application and understanding of scientific skills.

We measure the impact of our teaching within science through the following methods:

1. Regular monitoring of the teaching and learning within science across the school via learning walks and book scrutinies completed by the science leaders, SLT and external colleagues. (Reports written and shared with staff, SLT and Governors)

2.Through Pupil voice, children will be able to articulate their knowledge and understanding as a scientist selecting appropriate vocabulary confidently and accurately, explain how science shapes our world and say if they know more, remember more and understand more

3. Through planned B.A.D assessment tasks, the class teacher (and subject leader) will be able to see how well a child has understood their learning and whether they can apply knowledge and skills at a deeper level and  be able to use a variety of scientific skills to question and explain scientific processes using appropriate scientific vocabulary.

4.Through moderation of learning within books within local science networks and within school with science leaders and class teachers to ensure and qualify judgements.

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