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Science Curriculum Statement of Intent, Implementation and Impact.

Science

Science is led by Miss Gore. She has a BA (Hons) degree in History from the University of Manchester and successfully completed the Teach First Leadership Development Programme, demonstrating her commitment to the vision of fair education for all. Miss Gore is a member of the TARDiS Science Cluster Group and runs an extracurricular Science Club for KS1 children.

 

 

 

 

Curriculum Statement of Intent, Implementation and Impact.

 

Intent:

At All Saints we aim to equip our children with the knowledge and skills they need to become super scientists! We offer a science curriculum that evokes curiosity, excitement and understanding about the world around them through the specific disciplines of biology, chemistry and physics whilst supporting the Fundamental British Values. The curriculum also ensures progression of skills and cumulative learning, building on and supporting the children’s metacognitive learning strategies through effective pedagogical and vocabulary rich teaching. Subject specific vocabulary is taught and built upon as topics are revisited to ensure conceptual understanding in order to be used accurately and precisely. We know that our children learn through enquiry-based learning, thus science at All Saints has been structured to ensure that our children have first-hand science experiences from the beginning of their learning journey. This allows for independent exploration and investigation that then leads to progression of communication. At All Saints, our children have access to Whole school science themed days, Science club and - due to our strong partnership with other TARDiS cluster schools - Gifted and Talented science events. These experiences, along with our progressive, creative curriculum, will enable our children to thrive as educated citizens of the future and through a growth mind-set approach, know that their learning has no limits. Our children understand that ‘what you are is God’s gift to you, what you become is your gift to God’.

 

Implementation - Planning:

At All Saints, we aim for our children to have a love of science. We want them to acquire and then secure knowledge and transferable skills that are progressively embedded from the very beginning of their learning journey to transitioning from KS2 into KS3 and beyond. Planning for science is based on the National Curriculum 2014 with the working scientifically skills following a progressive approach. At the start of each new topic, class teachers provide wow moments linked to real life contexts to engage the children’s minds and evoke critical thinking when questioned on their existing knowledge and what they want to find out. Each learning sequence is carefully planned to ensure the relevant key features of scientific enquiry have been taught: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing; and researching using secondary sources, and careful modelling of key scientific vocabulary has been used throughout. The Association for Science Education (ASE) resources (TAPS and PLAN) are used to support the planning, assessment and progression framework. In addition, we use Plan Bee and Lancashire resources to act as further aids. Science is taught discretely, however, meaningful links across the curriculum are made to ensure creative cross-curricular learning. We want our children to make strong connections between scientific concepts and use these to support their learning and understanding across other subject areas, especially mathematics and technology.

Implementation – Assessment and monitoring:

We use a range of both formative and summative assessment strategies at All Saints.

· Self-assessment using the Monster Dot system – the children evaluate their own learning.

· Peer assessment – the children work together to evaluate each other’s learning.

· Ongoing formative assessment for learning by the teaching staff, use of TAPS to assess working scientifically skills and specific taught knowledge two thirds of the way through a topic to allow time for misconceptions to be addressed.

· Summative termly assessments to identify gaps, report to parents and inform teaching.

· Pupil questioning and discussion – our children will know, remember and apply their learning long-term.

Attainment is recorded on Year Group specific grids that provide an overview for each individual child. Overall attainment of each child is recorded termly to indicate where those at, above or below ARE.

 

Impact:

The impact of our curriculum is that we aim for our children to achieve their full potential in science and marvel at the awe and wonder of how science emulates throughout every aspect of our daily lives. We want the children to recall the rich learning experiences they have been provided with and know that each new taught concept provides a new, or builds on an existing, learning block. We want our children to think critically, ask questions and use their metacognitive learning skills. Our children know to persevere and embrace challenge and as a result, enjoy their Eureka moment of success!

Standards in science, to ensure the maximum impact, are monitored in a variety of ways: Book scrutinies, professional dialogue, pupil voice questionnaires, Staff voice questionnaires, lesson observations and learning walks. The School Governors are informed of standards and progression of the subject annually.

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