Intent
At Our Lady & St. Anne’s, our vision for Science is to make it a powerful tool to inspire aspirations and nurture the natural curiosity of every pupil. Our vision is to create a science curriculum that not only ignites wonder but also equips pupils with the knowledge and skills to explore the world around them.
Through a carefully designed curriculum, we ensure that all pupils, regardless of background or need, can deepen their understanding of scientific concepts. We value the use of correct scientific language and a variety of ways to record and present knowledge, empowering pupils to articulate their thinking with confidence. By showcasing examples of famous scientists and innovators from diverse backgrounds, we aim to inspire every child to dream big and recognize the significance Science has in their lives.
At the heart of our science teaching are the values of inclusivity, inquiry, and aspiration, ensuring no child is left behind. We aim to inspire a lifelong love of learning in science, encouraging pupils to see its relevance in their daily lives and consider the diverse career opportunities it offers.
Our Principles of Practice for Science at Our Lady & St. Anne’s:
- Fostering Curiosity:
Science is good when it promotes enquiry-based learning that encourages pupils to ask questions, explore ideas, and investigate the world around them.
- Building Knowledge Progressively:
Science is good when we deliver a carefully sequenced curriculum that helps pupils build upon their scientific knowledge and skills year by year, ensuring continuity and depth of understanding.
- Ensuring Inclusivity:
Science is good when as educators we adapt teaching strategies to meet the needs of all learners, including those with special educational needs, so that every pupil can succeed and thrive in science.
- Encouraging Scientific Communication:
Science is good when we develop pupils' ability to record, present, and explain their thinking clearly using scientific language and diverse formats, enhancing their understanding of key concepts.
- Connecting Science to Real Life:
Science is good when we demonstrate the relevance of science to everyday life and inspire pupils with examples of career-related roles and diverse innovators in science.
- Inspiring Aspiration and Innovation:
Science is good when we motivate pupils to envision a future in science by highlighting its potential to solve real-world problems and celebrating the contributions of scientists from all backgrounds.
Implementation
Science has two strands: substantive knowledge and disciplinary knowledge (often referred to as Working Scientifically). At Our Lady & St. Anne’s we teach the skills of Working Scientifically through each unit of work which is carefully sequenced to build on prior substantive knowledge and to enhance their ability to ‘work like a scientist’.
Substantive knowledge
This is the knowledge of science's products, such as laws, theories, models, and concepts. For example, the parts of a flower or the names of planets in our solar system. These are broken down into specific units such as Plants, Animals including Humans and Forces.
In accordance with the National Curriculum guidelines, the children in each phase have experience of units drawn from Biology, Physics and Chemistry with a topic focus on a term-by-term basis. We use enquiry-based questions (which align with the objectives from the National Curriculum) to direct our planning overview and to make sure that work produced in lessons answers those questions.
In order for pupils to learn and remember more, each lesson begins with a refresh of previous learning. Science refresh allows for pupils to explain and express their learning, solidify their understanding of key topic-related vocabulary as well as for teachers to have continuous and up-to-date assessments.
Teachers will plan for a variety of methods which allow for pupils to record their science in a way which is fun, engaging and which adapts the lesson to the needs of each child. Every class has a ‘Working Wall’ which provides the opportunity for teachers and pupils to display the key questions from the Science Learning Journey curriculum map, along with examples of work and the key vocabulary.
At the end of each unit, a summative assessment is carried out to monitor progress and assess how their knowledge has grown since the beginning of the unit. This is subsequently revisited in later units as part of Science refresh.
Disciplinary knowledge (Working Scientifically)
The knowledge of how scientific knowledge is generated and revised, including how to carry out practical procedures. The Working Scientifically skills are developed and practiced throughout time. For example, making observations of how the sun appears to move across the sky, or carrying out a fair test into how heat affects the time it takes for ice cream to melt.
These skills are continually assessed and monitored by staff over the course of each key stage, alongside book moderation to ensure consistency in our approach.
Active learning strategies are also key in the way our Science topics are taught to engage pupils in the skills of problem solving and discussion, providing further opportunities for pupils to explain their science. At Our Lady & St. Anne’s, we like to make our learning fun and hands on so we develop the children’s curiosities and love of the subject. We enhance their learning by going on school visits and by inviting science experts in where possible.
Our school grounds are utilized well, allowing children to explore the natural environment and habitats through learning walks and outdoor activities. We further enhance pupils’ skills by going on school visits and by inviting science experts in where possible.
Impact
By the end of Year 6, pupils at Our Lady & St. Anne’s pupils will be able to articulate their understanding of a range of scientific concepts and be able to reason scientifically using rich subject-specific vocabulary.
Teachers will use formative assessment as the main tool for assessing the impact of Science through Science refresh and effective use of questioning as it allows for misconceptions and gaps to be addressed more immediately. Consequently, by the end of each topic, children will have a good understanding of scientific vocabulary and will be comfortable in explaining their science in a more varied and exciting way. This knowledge can then be built upon and used to support other science units and future learning.
At the end of each topic, teachers will make use of a summative assessment to determine whether pupils are secure in their knowledge and have grasped the knowledge in that unit, in accordance with the National Curriculum objectives.
Regular CPD opportunities will increase staff confidence in delivering Science and will ensure high quality of delivery and progressive knowledge of pupils as they move through the school.
