INTENT

Our science curriculum is designed with the intent that each child will become competent scientific thinkers and investigators who will encounter awe and wonder through first-hand scientific investigative experiences. Working scientifically through enquiry, research, theory generation, evidence gathering, and knowledge application are the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. These themes of enquiry run throughout the science curriculum at Upton upon Severn primary school. Creative pathways to learning are planned for so that children are signposted to make key links to prior learning. Mastery of skills and depth of learning is achieved through rich, stimulating and challenging sequences of learning with skills, knowledge and experiences that will remain with them for the rest of their lives.  

IMPLEMENTATION  

The curriculum document identifies key scientific skills and knowledge that sequences of learning must include. Long-term plans drive the journey of science for every year group, sequenced alongside the rest of the curriculum to make best use of metacognitive learning opportunities. Learning is not isolated; rich links to prior learning progressively develop key skills and developing depth. 

Sequences of learning through the Developing Experts resources provide well-structured opportunities for children to develop the process skills associated with science education as well as develop a greater knowledge and understanding of life processes and living things, materials and their properties and physical processes as described in the National Curriculum for science.  

Promoting enjoyment and enthusiasm for learning through real, first –hand and rich science experiences so that all children explore, question, predict, plan, carry out and make observations and conclusions about their scientific tests. Planning opportunities for children to articulate their thinking, discuss their choices and present their work using scientific language, observations, diagrams, jottings and charts provides further opportunities to secure learning.  

IMPACT  

All children develop a rich vocabulary which they rehearse in several contexts within their sequence of learning. Some children will have the opportunity to pre-learn vocabulary so that their access to the learning in class is not impeded. Talking scientifically, using subject-specific vocabulary, giving reasons for predictions and outcomes is the norm. Some children will require support in capturing these discussions in scaffolded format in order to be able to return to their learning at a later date. Most children will be able to successfully record their learning using their broad and extensive scientific vocabulary. Some learning sequences will culminate in an extended piece of writing.  

Assessment for learning occurs every lesson utilising a range of questioning and low-stakes quizzes. This informs next steps in teaching and learning.