Science 3 I’s
Our intention in Science at ECS is to encourage curiosity in our pupils so that they ask questions that lead onto outstanding explorations and investigations about the universe. The Early Years Foundation Stage Framework and National Curriculum provides a structure and skills development for the Science curriculum being taught throughout our school which is linked, where possible, to the theme/topic to provide a creative scheme of work, which reflects a balanced programme of study.
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. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings.
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Science at Eastbury allows pupils to gain a real depth of learning over the course of a half term and fully immerse themselves in a topic before moving on. In lessons, Class Teachers demonstrate how to use scientific equipment to embed scientific teaching. Pupils are given opportunities to develop their understanding by accessing outdoor learning, workshops and trips. Our whole school approach to the teaching and learning of science involves the following;
- Science will be taught in planned and arranged by the class teachers, every half term. Their units are from Hamilton trust but teachers have room to adapt this to make it meaningful and purposeful for the children. This enables the achievement of a greater depth of knowledge.
- Through our planning, we involve problem solving opportunities that allow children to apply their knowledge, and find out answers 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. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up.
- We build upon the knowledge 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.
Working Scientifically (superhero squad) skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.
- 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.
- Children are offered a wide range of visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
- Regular events, such as Science Week or project days, such as Mad scientist day, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.
Most children will achieve age related expectations in Science at the end of their cohort year. Children will retain knowledge that is pertinent to Science with a real life context. Children will be able to question ideas and reflect on knowledge. Children will work collaboratively and practically to investigate and experiment. Children will be able to explain the process they have taken and be able to reason scientifically.
Science progress, is measured through the child’s ability to obtain sustainable knowledge, remember more and explain more. Our successful, consistent approach results in fun, engaging, high-quality Science education, that provides children with the foundations and knowledge for understanding the world. This is evident in pupils’ work, photos, planning and displays. Through a variety of well designed and well delivered Science lessons, workshops, trips and interactions with experts and local charities, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children are aware of the possibilities for careers in Science. We also deliver science fairs for the parents and carers to attend. At Eastbury Community Primary school, all children have a voice and are scientists and through exposure to a range of different scientists from various backgrounds, all children feel they are scientists and capable of achieving.
How is the curriculum sequenced?
As mentioned above our curriculum is sequenced in a cross curricular approach. We place topics throughout the year to match up with what children are learning in other subjects. We also ensure topics are taught at a certain time of the year to make the learning more meaningful for our pupils. For example we teach Light in summer so children can see shadows throughout the day and we teach Plants at the end of Spring so children can grow plants and observe them over time in their natural environment.
How are we building on prior knowledge and skills?
We build on prior knowledge and skills by recapping previous learning at the beginning of a unit. Teachers also look at our progression of skills map to understand what the children have already learnt about a topic and where they need to be at the end of the year. In addition as mentioned above, 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.
How are we implementing the recovery curriculum?
Since returning back to school post Covid, the children are have resumed back to their normal timetables and science is being taught once a week. Science lessons are timetabled in one hour per week for all year groups. We are continuing embed and plug the gaps through the curriculum we are using.