Science
Intent
Science is the study of the natural and man-made world through questioning, observation and experimentation. Science comes from the Latin word “scire”, which means to know and at Marlcliffe the aim for our ambitious science curriculum is for children to ‘know more and remember more’. Our excellent science curriculum aims to develop children’s natural curiosity and wonder about the world around them. The National Curriculum for Science aims to ensure that all children:
- Develop scientific knowledge and key scientific facts from the three science disciplines Biology, Chemistry and Physics.
- Develop an understanding of how scientists approach making sense of the world around them.
- To work scientifically. ·
- To prepare children for future scientific learning and careers, along with the implications of science today and in the future.
The Science curriculum centers around these 10 key scientific concepts:
- Animals and humans.
- Habitats and food chains. ·
- Plants
- States of Matter
- Materials
- Our physical world.
- Forces
- Electricity and Mechanisms
- Waves
- Working Scientifically.
The concepts have been carefully selected to ensure pupils not only remember scientific knowledge but are able to understand and develop skills and use their knowledge to work scientifically and understand science as a discipline. At Marlcliffe, children are encouraged to be curious and ask questions about the world around them and so supporting the children to become confident communicators. As a school, we will shine a light on inspirational scientists for our children to aspire to. We aim to develop an understanding of the uses of science both in the past, the present, and even what it could do for us in the future both at home and around the world. Our goal is to develop the fundamental science concepts through experimental learning and practical experiments whilst embedding the skills and knowledge of science as a discipline. We aim to prepare children for future scientific learning and careers beyond Marlcliffe.
Implementation
The Science Curriculum is organised so that children explore science through repeated exposure of the key 10 concepts listed above. This range of units ensures pupils can explore different aspects of the world around them through both substantive and disciplinary knowledge of all three scientific disciplines, Biology, Physics and Chemistry.
The Science Curriculum is organised into substantive and disciplinary knowledge:
● Substantive knowledge is the key conceptual and procedural facts including understanding of laws, theories, concepts and models of science in order to explain the material world.
● Disciplinary knowledge is the practices of science and how scientific knowledge is generated and grows over time: this includes knowledge of methods; apparatus; measurements; data analysis and how scientists develop scientific explanations. This involves, but is not exclusively the practical application of experiments.
Within the Science curriculum both, substantive and disciplinary knowledge are intentionally deployed in combination with each other to ensure pupils not only know the scientific facts but they also understand the evidence for the facts and are able to use these to work scientifically.
Science is taught weekly throughout KS1 and 2 and is an integral part of the EYFS provision. The curriculum is well structured and builds on prior skills and knowledge year on year through the use of recaps and a whole school progression plan. The Science Progression Map reflects our ambitious curriculum and cover all the National Curriculum objectives (and more). Progression is clear across phases, from EYFS to Y6. Termly planning (MTPs) includes prior learning, new learning, deepening learning and end points. The unit overview focusses on the aims of the unit and crucial knowledge.
There is a Knowledge Organiser for each unit, which contains the knowledge that the children will be taught during that unit and they also include the key vocabulary which children should be able to use. The investigations for each unit are also detailed here. ‘Investigation’ is the umbrella term used to encompass the experiments as well the scientific experiences children have within science lessons. Experiments include the following criteria: Prediction; Variables; Equipment; Method; Results and Conclusion.
Children present their science work mainly through tasks completed in their key stage science books while some lessons may be recorded through the use of photographs or film. Our science curriculum is practical based where possible and children will record their learning in a variety of ways, through tables, charts, write ups and drawings. Building in opportunities for retrieval practice supports children in recalling and remembering previous learning so they know more and remember more. This may take the form of low-stakes quizzes, games, discussion prompts, crosswords and many other tasks. Every lesson begins with a Rapid Recap of previous learning.
At Marlcliffe, we ensure that we promote representation and diversity throughout the science curriculum by using a diverse representation within texts, videos or website links being shared in lessons; highlighting diverse role models and ensuring the scientific contributions of under-represented groups are highlighted throughout the year.
The science curriculum remains ambitious and aspirational for all pupils with SEND and the focus is on adapting how the scientific knowledge, concepts and language are delivered and accessible for all. The collaboration of teachers and special educational needs staff ensures pupils’ individual needs are met whilst maintaining an effective educational experience. Children are supported to access the curriculum through carefully planned and scaffolded activities. Children working at PITA 1 or 2 may have a more personalised curriculum but all other children are supported to work at the age-related expectations.
Assessment of science is ongoing within lessons: through observation of learning, engagement during discussions, work in books and regular retrieval activities e.g., quizzes. This supports teachers in making an overall judgement of children's attainment against the end points for each unit. Assessment is within phases not year groups (due to planning for mixed classes). We use a 2-year rolling programme called Cycle A & Cycle B. In some subjects that have schemes, the progression is within a unit e.g., PE and music. These are then built upon in future phases.
In order to enrich the science curriculum, visitors or visit outside of school are planned and delivered throughout the curriculum. One example of this is in KS1, where animals are brought into school by a visiting expert to enrich the Animals and Humans unit of learning.
Impact
Through subject enquiries led by SLT and the science lead, the delivery and planning of science are carefully monitored to ensure science is taught effectively and consistently throughout school.
We want to equip and prepare our children for the opportunities, responsibilities and experiences of later life. Scientists at Marlcliffe will be curious about the world around them and actively seek answers to their questions through planning and undertaking investigations. Through a practical, inquiry-based approach to learning our scientists will develop their scientific vocabulary and be inspired to continue their learning journey in life after Marlcliffe. We aim to prepare children for future scientific learning and careers beyond Marlcliffe.