Science Curriculum
Science Curriculum Intent
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To give all pupils the knowledge and cultural capital they need to succeed in life. Our shared aim is to give all pupils the knowledge and skills they need in Science to succeed in life. *How our curriculum is planned and sequenced As a school we provide a curriculum which inspires and engages our pupils and encourages a sense of awe and wonder for the world in which we live. We also include coverage of the work of pioneering scientists from all walks of life to give our children aspirations for the future. Our curriculum is at least as ambitious as the standards set by the National Curriculum. It is planned using a range of resources sequenced in a progressive way which also promotes the love of Science and allows all groups of children to have good quality teaching which meets their needs. Through the objectives shown on the progression map for Science, we will ensure that all children receive a broad and balanced curriculum. *How we adapt to be ambitious and meet the needs of pupils with SEND increasing their fluency and independence We are aspirational for all our pupils by creating opportunities and preparing every child for the next stage in their educational journey. We ensure all pupils can access the curriculum to develop factual knowledge and methods of scientific investigation including how to plan a fair test. We plan to ensure that pupils make progress by adapting planning where necessary to suit the needs of every child so that they can reach their full potential. We direct Pupil Premium resources effectively to support our disadvantaged pupils. |
Implementation
At Rowley Lane Science is taught in units in line with the National Curriculum. These units and the coverage throughout the year can be seen on our Science overview document. Where applicable science at our school is linked with other subjects. Science is knowledge based, multisensory and includes scientific investigations.
Science is demanding and matches the aims of the curriculum in being coherently planned and sequenced.
*Leaders provide effective support
*Teachers have good knowledge of the subject
Subject leaders attend Network meetings to stay up to date with current initiatives. Staff meetings are held to ensure teacher subject knowledge stays strong.
*Teaching materials reflect the school’s ambitious intentions for the course of study. Materials clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning.
Knowledge organisers are put in children’s books at the beginning of each unit (Year 1-6). These include key vocabulary, definitions linked to the topic, key learning facts and illustrations. They are used by the teacher and children to refer to throughout the lessons taught.
*Teaching is designed to help pupils remember long term the content they have been taught and to integrate new knowledge into larger ideas
Revision booklets are used to refer back to previous topics taught as an intro/plenary to some science lessons.
*Leaders understand the limitations of assessment and don’t use it in a way that creates unnecessary burdens on staff or pupils
*Teachers check pupils understanding systematically, identify misconceptions accurately and provide clear direct feedback
*Teachers respond and adapt their teaching as necessary
*Leaders understand the limitations of assessment and don’t use it in a way that creates unnecessary burdens on staff or pupils
*Teachers check pupils understanding systematically, identify misconceptions accurately and provide clear direct feedback
*Teachers respond and adapt their teaching as necessary
*Teachers use assessment well, for example to help pupils embed and use knowledge fluently, or to check understanding and inform teaching (mainly formative assessment)
Ongoing formal and informal assessments take place to identify misconceptions and to address these swiftly.
Implementation of the curriculum is checked by SLT and subject leaders through observations, book sharing, pupil interviews and discussions with staff.
Progress Map for Different Elements of Science
