Science
“Everyone then who hears these words of mine and does them will be like a wise man who built his house on the rock.” Matthew 7:24
Intent, Implementation and Impact – Science curriculum
Intent
At Netheravon All Saints Primay School, we immerse our children in a Science curriculum that combines knowledge and vocabulary with practical Science skills to enable them to be curious and gain a detailed understanding about the scientific world around them. Children have the opportunity to learn in a series of ways to nurture our diverse range of learners and promote independent scientific thinking. This includes through practical investigations and exploration, undertaking varied research and observation of the environment and of key Scientific phenomena occurring (such as materials changing states). Our teaching is intended to ensure that children are provided with a variety of skills to help structure their understanding of the key areas of the Science Curriculum: chemistry, biology and physics for years 1-6 and Understanding the World for EYFS.
Implementation
At Netheravon, we ensure our teaching follows a purposeful progression through the careful sequencing of Science units to allow our learners to draw on their knowledge across the curriculum. Where appropriate, Science learning is matched and complemented by the knowledge of other curriculum areas to allow this to further support children. Throughout the course of their learning, children will be immersed in a range of Scientific vocabulary to help build oracy within and across their year groups. Children will be taught with a focus on both subject-specific vocabulary that links to each module of learning and vocabulary that structures a framework for their skills of Working Scientifically.
Science is taught as discrete lessons in each year group, to ensure coverage and depth in each specific area. Our curriculum encourages children to revisit and build upon previous learning to help embed and extend their understanding across the Science curriculum. Experiments and other practical activities are carefully planned, focussing on key scientific skills, to enhance and extend children’s learning. Where possible, trips and visits are planned into the Science curriculum to further enhance children’s knowledge and understanding.
The implementation of this curriculum ensures that when all children leave Netheravon, they have gained a rich understanding of Primary Science that they can draw upon in future learning. In addition, they will also be able to:
•Think scientifically by finding different ways to answer questions
•Generate their own ideas on how best to answer Scientific enquiries
•Gather and record their own evidence from practical Science opportunities
•Ask meaningful questions to further their own understanding of Science as a core subject.
Impact
Formative teacher assessment is completed throughout the year and misconceptions are consolidated accordingly. In Science, progress is measured through a child’s ability to know more, remember more and explain more. This can be measured in numerous ways in our units.
Assessment of Geography at Netheravon involves both summative and formative approaches. Within lessons, teachers use 'live marking' to assess children's progress and understanding and address any misconceptions either immediately or during the starter for the next lesson. At the end of each unit of learning, children complete a knowledge assessment quiz, based on the 'Need to know' documents, to provide summative information. Teachers can then address any misconceptions in the moment, and add as 'Flashbacks' for the next term’s unit. Teachers will record the results of quizzes, lesson questioning and use outcomes in books to inform their judgement of attainment and progress. In addition, each year group completes an annual assessment in Science using Head Start Science Assessments. Teachers will record their assessments at the end of each unit onto the school’s assessment spreadsheet to allow pupil tracking of progress and attainment. All assessment is used to determine an end of year judgement against the National Curriculum outcomes (B, WTS, EXS and GDS).
