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Inspire, Endeavour, Achieve

Science

Science Curriculum Statement

Intent

At St Monica Primary School, we encourage children to be inquisitive throughout their time at the school and beyond. The science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living things. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. We encourage children to ask questions and to come up with their own ways to answer them through an enquiry-based approach. Where possible, throughout the year, science lessons are linked to our wider curriculum and in addition, enrichment opportunities are provided to enhance the learning that takes place.  By the end of each phase, we expect children to have met the objectives set out in the National Curriculum. We achieve this by ensuring that scientific knowledge and skills are taught thoroughly and progressively throughout a child’s journey at St Monica Primary School.

Implementation

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;

  • Science will be taught in planned and progressively arranged blocks by the class teacher. This is a strategy which enables the achievement of a greater depth of knowledge.

  • Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers to our Big Question. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills. Assessment is regularly undertaken to identify those children with gaps in learning so that all children maintain pace. Children are encouraged to develop resilience so that when investigating and experimenting, lines of enquiry can be brought to a final conclusion.

  • We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.

  • Through working scientifically, skills are embedded into lessons to ensure that skills are being developed throughout the children’s school career. New vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the wider curriculum.

  • Our science will be heavily linked to maths through data handling, number, tallying and measures.

  • Teachers demonstrate how to use scientific equipment and the various ‘working scientifically’ skills, in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.

Our INSPIRE values within science:

Integrity

Children will work fairly and scientifically, using resilience when faced with challenges.

Nurture

Adults will foster children’s curiosity, and children will work collaboratively to achieve.

Success

Every individual will be able to achieve their full potential, and succeed in progressing in their science understanding.

Passion

Children will be excited and engaged in their science learning, with high-levels of curiosity throughout their learning.

Innovation

Science is a dynamic subject, and our ability to adapt to the most current understanding is key to high-quality science education.

Responsibility

Children will be charged with the independence to research and explore the world around them.

Excellence

High standards will be prevalent across the school.

Impact

By the end of Key Stage 1, children will be confident in the following:

  • asking simple questions and recognising that they can be answered in different ways

  • observing closely, using simple equipment

  • performing simple tests

  • identifying and classifying

  • using their observations and ideas to suggest answers to questions

  • gathering and recording data to help in answering questions

By the end of Lower Key Stage 2, children will be confident in the following:

  • asking relevant questions and using different types of scientific enquiries to answer them

  • setting up simple practical enquiries, comparative and fair tests

  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

  • identifying differences, similarities or changes related to simple scientific ideas and processes

  • using straightforward scientific evidence to answer questions or to support their findings.

By the end of Upper Key Stage 2, children will be confident in the following:

  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

  • using test results to make predictions to set up further comparative and fair tests

  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations

  • identifying scientific evidence that has been used to support or refute ideas or arguments

St Monica Primary School

Bay Road Sholing, Southampton SO19 8EZ

023 8039 9870