Our intent is to give every child a broad and balanced Science curriculum which enables them to understand, through specific, clear-focused lessons, the material world around them, so that they have a deeper, holistic understanding of the world we live in.
It is our intent to encourage children to be inquisitive about the world, nurturing their innate curiosity and enabling them to develop a range of scientific and collaborative skills that are useful across the whole curriculum.
Science is put into historical and contemporary contexts by studying a diverse range of significant scientists relevant to each topic.
In our Science there are two types of knowledge: Substantive knowledge (sum total of everything that is known – facts/figures – laws of nature etc) and Disciplinary knowledge (formally called ‘working scientifically’ – teaching skills of ‘how do we know’ eg. Knowledge of scientific methods – models/classification/patterns/fair testing, knowledge of apparatus – apparatus/safety/procedures, knowledge of data analysis – graphs/tables, knowledge of how science uses evidence to help develop explanations/evidence/conclusions.
Substantive knowledge + disciplinary knowledge = powerful scientific knowledge and a holistic and deeper understanding of the material world.
Our weekly science lessons now consist of 4 different components:
1. Recall – perhaps of previous years' vocabulary e.g. sedimentary rocks
2. Recap – previous lessons on this topic’s vocabulary/key ideas
3. Substantive knowledge - be taught key concepts/ideas (following the new learning journey)
4. Do an investigation to learn/show disciplinary knowledge (this will be tracked)
Our sequence of learning:
SEND, inclusion & adaption in Science
- Resources for disciplinary (easy grip pipettes) and substantive (photocopies assessment grid)
- Adult/peer help
- Expectation of presentation
- Pictures to support processes and language e.g. evaporation/condensation
- Mixed ability groups
- Science club - to add to children's cultural capital
- Capture modelled examples of investigations/processes e.g LSA to video – children can re-watch to aid memory, print out screenshots and use to help own sequencing of investigations/processes
- Knowledge organisers & glossaries in different formats
- Yellow paper used for key ideas (dyslexic friendly)
- Personalised learning interventions
- Wide range of teaching and learning styles used to appeal to kinaesthetic, auditory and visual learners.
Science visitors to our classes
We recognise the importance of visitors from our community and from STEM ambassadors who come to talk to the children about Science in the 'real world'.