• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.
• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
• High levels of originality, imagination or innovation in the application of skills.
• The ability to undertake practical work in a variety of contexts, including fieldwork.
• A passion for science and its application in past, present and future technologies.

EYFS:

The Early Years Foundation Stage Curriculum supports children’s understanding of Science through the planning and teaching of ‘Understanding the World.’ Children find out about objects, materials and living things using all of their senses looking at similarities, differences, patterns and change. Both the environment and skilled practitioners foster curiosity and encourage explorative play, children are motivated to ask questions about why things happen and how things work. Our children are encouraged to use their natural environment around them to explore. Children enjoy spending time outdoors exploring mini-beasts and their habitats, observing the changing seasons, plants and animals. Scientific language is introduced through visuals and words and is built upon as topics are revisited throughout the year.

KS1 and KS2:

Children experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They are encouraged to be curious and ask questions about what they notice. Pupils are supported to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They are encouraged to use scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways and to work scientifically using the science skills. Investigations are purposeful and relevant and include skills relatable and relevant to life.

Children are encouraged to broaden their scientific view of the world around them through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. Children are challenged through learning by questions, appropriate and rigorous differentiation, exposure and opportunities to use scientific vocabulary.

Children are taught through exciting lessons which engage and engross pupils so that they absorb the learning and retain it. Teachers are encouraged to teach science through enquiries and investigations to ensure children are able to apply their scientific knowledge practically. Teachers are encouraged to make links with other areas of the curriculum so that the scientific learning can be embedded and children are immersed in their learning.

Besides weekly lessons, the children encounter science through real and meaningful experiences.

• By going out on educational visits: Science Museum, Natural History Museum, Farm, Zoo, Kew Garden
• Science Week workshops
• Science competitions
• Bird Watch week
• Zoolab
• Hatching eggs (ducklings)

Science is carefully planned for all learners.  The objective of each individual lesson is carefully thought through and we always consider what specifically do we want pupils to learn and how can we present new information in a way that all the children can access. Complex ideas are broken down into simpler parts for the children to learn and practise. During oracy-led sessions, the use of visuals supports the access of all children.

Key Stage 1: Children regularly experience first-hand practical activities to explore and spark their interest for the Scientific topics and to support and develop their understanding of scientific ideas. A variety of resources and simulations such as books, photos, videos, visuals are used to help children learn and make sense of the scientific content.

Key Stage 2

In lower Key Stage 2, children are encouraged to broaden their scientific view of the world around them through exploration, discussion, testing and developing ideas.

In upper Key Stage 2, children begin to learn about more abstract concepts which will support them in comprehending and predicting how the world around them works. Children continue to build on the foundational skills of exploration and talking about their ideas; asking their own questions; analysing functions, becoming methodical when identifying relationships and interactions.

In Science there is a clear progression of knowledge and skills where children continually build on their prior learning and systematically develop their understanding of key ideas as well as their scientific skills. As a result, children are confident when speaking about what they learn in science and understand the co-relation between their learning and their commitment as stewards of the earth.

The programme of study offers a variety of assessment opportunities, including self-assessment available for self-reflection and pupils voice at the end of each unit.  We recognise that children need opportunities to summarise what they have found out, share their findings and reflect on what they have learned. End of topic assessments help identify any learning gaps. This helps pupils to communicate what they have learned in an appropriate and meaningful way using the success criteria to guide them. Being able to summarise understanding is key to developing conceptual knowledge as well as being the vital, final satisfying step in the science enquiry process.

Assessment therefore is on-going and accurate – focusing firmly on progress in conceptual knowledge as well as data collection and analysis of skills. Teachers use the assessment tools to diminish gaps in pupils’ learning and to identify next steps.

Regular book looks are also part of the assessments to help teachers’ judgments and monitor the curriculum coverage for all science topics. Feedback from teachers is used and is evident in books, often with next step questions to push learning on.