Through clear teacher explanations, questioning and carefully planned activities that encourage a hands-on approach, children at Gosbecks will develop a sense of awe and wonder about the world around them. As they progress through school, they learn a body of knowledge which helps them to develop a deep understanding of science and begin to explain scientific concepts. They also learn about the practices of science and how scientific knowledge becomes established through enquiry, knowing that knowledge changes when new evidence is discovered.
Our aim is to encourage each child to have a lifelong passion for science. At Gosbecks, children are encouraged to ask questions and be curious about their surroundings. We believe that the set of scientific skills we develop are essential for many areas of life. Our planning offers a range of a rich and varied scientific experiences through which the children develop their scientific knowledge and understanding. Children will understand how discoveries have affected the world and how it continues to play an important part in our every-day life.
The 2014 national curriculum underpins our curriculum for science and ensure that all pupils:
● develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
● develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
● are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this
To ensure the highest quality of science teaching, Gosbecks is proactive in ensuring teachers have a strong subject knowledge and access to the resources required to deliver a broad and engaging curriculum.
Pupils begin learning science in the early years foundation stage (EYFS). This involves learning foundational knowledge mainly through the ‘understanding the world: the natural world’ area of learning. This provides rich contexts for pupils to learn a wide range of vocabulary, helping them to begin to understand scientific concepts that will be built on in Year 1 and beyond.
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils can achieve high standards. Our whole school approach to the teaching and learning of science involves the following;
- Science substantive and disciplinary knowledge has been planned across the school based on the national curriculum and builds upon the knowledge and skills development of the previous years.
- Curriculum leaders and class teachers arrange their science blocks within their topic or as discrete sessions depending on the knowledge and skills to be learnt. These chunks of content allow pupils to successfully build knowledge of science concepts and their relationships without their working memory being overloaded.
- Teachers use systematic teaching approaches, where learning is scaffolded using carefully sequenced explanations, models, analogies and other representations to help pupils to acquire, organise and remember scientific knowledge which matches the curriculum intent.
- Pupils are not expected to arrive at scientific explanations by themselves without sufficient prior knowledge.
- Teachers will use a range of resources to help plan for the curriculum and improve motivation which include; curriculum maestro, Explorify and STEM learning.
- Children will be encouraged to ask their own questions and be given opportunities to develop their disciplinary knowledge and skills e.g.: Knowledge of methods that scientists use to answer questions; knowledge of apparatus and techniques, including measurement; knowledge of data analysis and knowledge of how science uses evidence to develop explanations.
- Children will have the opportunity to learn vocabulary or read texts which helps pupils familiarise themselves with key conceptual relations and the words that form explanations.
- Teachers will find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning. Children are offered a range of extra-curricular activities e.g. visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
- Teachers provide children with opportunities to learn about the various careers available within the field of science as well as exposure to scientists, from a range of backgrounds, who have had an impact on our lives.
- Other events, such as science enrichment days , allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills.
- Pupils have regular opportunities in the early years and primary classrooms to learn vocabulary through story and non-fiction books, rhymes, songs and oral rehearsal.
- Assessment in science is embedded within a lesson sequence. Through questioning and activities planned, teachers can frequently check pupils’ understanding to identify gaps in knowledge and misconceptions. This allows them to give timely subject-specific feedback, so pupils know how to make progress in learning the science content.
- Systems are in place to support teachers to make accurate decisions when assessing pupils’ work, including the teacher assessment of science at key stages 1 and 2.
Children enjoy science, they are enthusiastic about scientific activities and their work demonstrates the broad curriculum we offer. Our approach to the science curriculum results in an engaging, high-quality science education, that provides children with the foundations and knowledge for understanding the world. Children learn about the possibilities for careers in science and have access to positive role models from various backgrounds within the field of science, this allows all children to feel they are scientists and capable of achieving. There is clear progression in the understanding of core scientific ideas and methods throughout the children’s books. Standards of science at the end of each year and key stage are good as is progression. SLT are kept up to date with any issues that are identified by staff and action plans are implemented to address these.