All Saints Science Intent
'Science and everyday life cannot and should not be separated' Rosalind Franklin - British Chemist
At All Saints Primary School, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires. The National Curriculum will provide a structure and skill development for the Science curriculum being taught throughout the school, which is now linked, where possible, to cross-curricular projects to provide a creative and balanced scheme of work. Depending on the nature of the science, it can either be taught weekly or blocked into a whole week.
Through our science curriculum, children learn that science has changed, and continues to shape our lives and is thus vital to the world’s future prosperity and sustainability. Didcot lies at the heart of a world-leading science sector and in order to build our pupils’ ‘science capital’ we try to make explicit links to the applications of science in our homes, local environment, workplaces and industries all around us. Our science curriculum aspires to give all children the foundations for understanding of the world through the specific disciplines of biology, chemistry and physics, whilst acquiring specific skills and knowledge to help them to think scientifically and to gain an understanding of scientific processes.
Our science curriculum engages, inspires and challenges our children and aims to give our children the confidence and motivation to continue to further develop their skills into the next stage of their education. We aim to harness and encourage children’s natural-curiosity through question-led and child-led enquiry. Our use of outdoor learning and engagement with the local environment encourages respect for living organisms and the physical environment. Regular and ongoing assessment and use of pupil voice questionnaires, is used to reflect on and develop our science curriculum and delivery.
Science at Foundation Stage is covered in the 'Understanding the World' area of the EYFS Curriculum. It is introduced indirectly through continuous provision and activities that encourage every child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them. As children move up through the school, children’s knowledge, skills and scientific vocabulary is revisited and then built upon. When learning about plants, Year 1 children learn how to identify and name common plants and to describe their basic structure. In Year 2, they then develop this knowledge by observing and describing how seeds and bulbs grow and the basic conditions needed to grow and stay healthy. The functions of the different parts of flowering plants are then learnt in Year 3, including the way water is transported within plants. The requirements of plants for life and growth are then explored in greater detail, as well as the part that flowers play in the life cycle of flowering plants. In Year 4, children learn how classification keys can be used to group, identify and name living things and explore how environments can sometimes change and pose dangers to living things. Year 5 children then learn more about the life processes of plants. Finally, in Year 6, children learn, in greater depth and detail, how living things are classified into broad groups based upon specific characteristics.
Alongside these areas runs the Working Scientifically element. This focuses on the skills the children need to become accurate, careful and confident practical scientists. We teach the children how to master certain skills in each year group and there is a very clear progression of these set out. For example: In Year 1 a child may have to ask questions, carry out a simple test, record simple data and then try to answer questions. By Year 6, they should be able to plan and carry out a fair test by using equipment accurately and taking exact readings or measurements. They are also expected to be able to draw conclusions from their results and record them using a range of graphs and charts.
Embedded in all year groups are our ‘All Saints Principles of Super Science’
- We learn like real scientists ( Working scientifically embedded into every lesson)
- We ask questions and work together to discover the answers (Child -led enquiries)
- We learn from our local environment and local scientists (Learning is enhanced by outdoor learning, specialist visitors and links to local science industries)
- Science is real and relevant (Lessons are topic-linked and hands-on wherever possible and links are made to real-life science applications)
- Science displays help us learn and celebrate our learning (Science displayed and celebrated in class)
- We use and understand precise scientific vocabulary (Relevant Science Vocabulary made explicit, explained and used)
- We build on our prior knowledge and are challenged to learn more (Teachers use start and end of unit assessments to measure progress)
- Everyone loves science (Science has a wow factor and promotes a sense of awe and wonder)
How can I support my child with Science?
- Value your child’s questions
Explore, find the answers, and learn together (you don’t have to have the answers!).
- Be interested
Find out what they’re learning at school (see the termly curriculum letters), ask questions, be observant, and be curious about the world around you.
- Look out for science in the news… discoveries, space travel and fossil finds e.t.c. and share these stories with your child.
- Allow your child time and space to explore
This could be outside with mud and water, with their toys or in the kitchen.