Intent -

Our school delivers the National Curriculum objectives through hands-on, practical lessons with ‘working scientifically’ at its core. We learn about plants, animals, habitats, changing seasons and much more. We expect all of our children to be able to use the correct vocabulary for each topic and to remember it long after the topic is over. We plan for high-level vocabulary that is suitable yet challenging for our children. Children are given many opportunities to carry out practical observations within our school grounds as well as researching footage for things we cannot observe in school. Children will plan, carry out and evaluate experiments and observations throughout their time here and by the end of Year 2, we expect that they are able to do this independently with confidence. Children choose what, how and why they use resources and discuss with their friends their reasoning for doing so. We help to build happy scientists who leave our school ready to take on their next challenge in year 3.

Implementation -

Starting with the subject content outlined in the National Curriculum Programme of Study, we use Collins Snap Science, which ensures coverage and progression across the key stages. Science is taught weekly allowing children to develop their knowledge and skills effectively whilst also maintaining knowledge from previous learning. At the beginning of each science lesson, previous knowledge and vocabulary is rehearsed. 

In our medium-term plans, we set out key concepts that are developed during each topic. Each topic begins with a knowledge web which is built upon in science lessons and reflected upon at the end of the topic. Teachers plan activities and resources with scientific enquiry at its core, enabling children to develop their skills and knowledge simultaneously. Teachers use many forms of formative assessment to monitor understanding and plan the next steps for children which are personal to them.

Impact -

We observe children during set independent activities to see how they are using the new vocabulary they have been introduced to, and to see their understanding of what has been taught. We encourage the children to talk during class discussions, group and paired work.  We also collect photographic evidence which is recorded. We revisit previous topics to assess if the children have remembered previous learning and can reflect upon this in our science books which are carried through Key Stage 1.

Monitoring in science includes book scrutinies, lesson observations and/or learning walks, pupil voice interviews / questionnaires in order to ascertain correct curriculum coverage, the quality of teaching and learning as well as the children’s attitudes to learning science. This information is then used to inform further curriculum developments and provision is adapted accordingly.