Science

Science is an ongoing search for truth – a perpetual struggle to discover how the Universe works that goes back to the earliest civilisations. At Upton St James (USJ), we aim to harness children’s natural excitement and curiosity and inspire them to ‘Rise to their best’ and pursue scientific enquiry and grapple with that struggle themselves. Throughout the primary years, all our children will learn to be scientists: to explain and analyse phenomena, make predictions and solve scientific problems.  

All pupils at USJ are taught the key knowledge within the scientific disciplines of ‘Biology’, ‘Chemistry’ and ‘Physics’ to develop understanding of the world around them at an age-appropriate level and in line with the National Curriculum. Teachers nurture a love for the natural world, excitement for future possibilities in science and provide many opportunities for pupils to respond creatively and collaboratively, therefore reflecting our Christian message of ‘Love our neighbour as we love ourselves.’ (Mark 12:30-31) within their science learning. 

We have chosen to use the Bespoke Science Curriculum created by STC Trust to support our Science learning in school. This curriculum is based on the best available research into effective Primary Science Teaching. It uses a range of resources from the Primary Science Teaching Trust and the Teacher Assessment of Primary Science meaning it is heavily rooted in research. Our Science curriculum places practical science at its heart – each unit of work heavily focuses on develop children’s “working scientifically knowledge” (disciplinary knowledge) as well as ensuring they know and remember more of the science content (substantive knowledge). The STC Science curriculum provides teachers with a complete package of subject knowledge, key questions, common misconceptions and assessment resources ensuring children access a comprehensive science curriculum which builds their skills as Scientists.  

Science in the EYFS 

Science is explored through the Early Years Foundation Stage ‘Understanding of the world’ strand. We provide opportunities for children to question, wonder, explore, discover, experiment and observe through direct experiences. The children are introduced to scientific vocabulary to help them further their understanding and are asked open-ended questions, so that they can make predictions and have opportunities to question. Our Early Years provision ensures that children have access to a range of materials that work in different ways for various purposes. Children can use resources and the environment around them to notice similarities and differences, changes over time and discuss their views, predictions and observations with those around them.  

KS1 and KS2 

Teachers use the science progression map to ensure effective coverage of the National Curriculum and the three disciplines of ‘Biology’, ‘Chemistry’ and ‘Physics’. Over the academic year, children will undertake a range of scientific enquiries. These will include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources.  

Each Science unit comes with suggested texts and identified scientists to explore within the topic along with a science elicitation task. This allows for teachers to check prior key knowledge, vocabulary and understanding of the whole class, as well as individual pupils. Teachers also create knowledge organisers - these are to ‘snap shot’ the key vocabulary and ideas of the unit so that it forms an easy reference point for the children. We use these in each lesson. These will also be shared with home so that you can support your child to access their learning. It would be great to read through these together regularly so that children can know more and remember more. 

Each lesson contains some element of practical science and allows children the opportunity to apply their working scientifically knowledge. Usually, lessons start a “hook” – these may take the form of a short video clip, an Explorify activity or teacher demonstration to excite children’s curiosity about a scientific phenomenon and provide a focus for their questions, vocabulary and investigations and provide opportunities to address misconceptions. Assessment is ongoing throughout the learning process and includes observing children at work, questioning, class discussions, quizzes, written and verbal feedback, practical sessions to apply knowledge and independent learning in books however within each unit of work there is a working scientifically assessment activity which allows teachers to assess how well the children are developing their skills as Scientists. 

The Big Ideas of Science: 

As well as teaching the children the Science “factual knowledge” we also teach children the “working scientifically” knowledge. These are the skills which every Scientist applies – whether learning the subject in early years through to University. The children add “working scientifically” stickers alongside their learning in their book so they can link the facts to the working scientifically knowledge: 

Assessment for learning in science is continuous throughout the planning, teaching and learning cycle. We measure and assess the impact that our science curriculum is having through in a variety of ways: conducting learning walks, pupil voice, floor books (EYFS), observing lessons and termly monitoring of looking at children’s books which indicates that science is being delivered meaningfully and the children are gaining a range of practical experiences; this in turn is embedded in planning, questioning and carrying out investigations.  

Children’s learning is assessed against the age-related expectations for science.  

Below is an outline of the impact we are looking for in our pupils in the curriculum area of science: 

• Children are knowledgeable about the scientific content of each unit of learning  

• Children use knowledge organisers and schemas effectively and know which discipline they are learning  

• Children can set up an investigation based around scientific thinking  

• Children are engaged in science lessons, asking scientific questions and being curious  

• Children’s learning evidences secure curriculum coverage for all science units  

• There is clear progression of children’s work and teachers’ expectations in our school  

• Children are becoming increasingly independent in science, selecting their own tools and materials, completing pupil led investigations and choosing their own methods for recording • Children can use and spell scientific vocabulary accurately to communicate their understanding  

• Children can present science learning using maths and English skills where appropriate  

• Verbal and written feedback from teachers has effective impact on our pupils’ learning