"It was fun and interesting when we learnt about teeth, diet and animal adaptations. We questioned, discussed and investigated further." Robyn
Intent: What is our Science curriculum vision?
At Hadlow Primary School we facilitate an enriching, inclusive science curriculum. Underpinning all lessons, we question, investigate and explore; creating a culture of critical thinking and resilience. We make links within and across subjects; building curiosity, enthusiasm and awareness of science in daily life, within our community and through different career paths. Making connections through the natural and physical world, we develop a clear understanding of how science relates to our lives.
By building upon prior knowledge, and by using retrieval strategies, we ensure that children have a conceptual understanding and have the opportunity to explore and develop their sense of scientific enquiry.
The National Curriculum for Science aims to 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 knowledge required to understand the uses and implications of science, today and for the future
"Science is my favorite subject because I like exploring, experimenting and learning something new every time! I loved our rocket experiments in Year 5!" Leo
Implementation: What does Science teaching and learning look like across the school?
- The National Curriculum is our starting point, which determines our coverage. We then use a number of supporting document and schemes to support and extend learning opportunities (Developing Experts, Making Primary Science Assessment Work by Andrew Berry, Bespoke Vocabulary Progression document, Outstanding Science and STEM)
- Science is taught weekly in sequenced topics and lessons
- We also have timetable flexibility, which gives further time to extend Science learning to a full day or an afternoon, this gives crucial time to explore, question and adapt
- EYFS Science beings with ‘Understanding of the World,’ in Apple Class children ask questions and ‘wonder’ at the world around them
- Throughout the school we use creative exploration: elicitation techniques, questioning and ‘cold tasks’ to determine what they already know, what they can remember and to identify any learning gaps
- Key Science Knowledge taught through each specific topic area, many of these are repeated and progression is built in with retrieval
- Science Skills are highlighted in every lesson with our progressive skills based toolkits and the 5 main enquiry areas
- Science vocabulary is a priority and is evident in classrooms, displays, books and within child discussions – we also have a bespoke Science Vocabulary Progression document which ensures that vocabulary understanding is emphasised across the school
- The Class Teacher will model an experiment, which will then be followed by child-led investigations or linked progressive experiments
- Children are supported and challenged further by pre-teaching, visual and physical resources, small group learning, adult support, targeted questioning, differentiated activities and/or outcomes and opportunities to lead, present and investigate further
- Wherever possible we make clear links to ‘real world’ scenarios, key scientists, future careers, news events, global issues and other subjects (cross-curricular learning is key to connectionist thinking)
- Outdoor Learning is a big part of our Science learning at Hadlow Primary School, we have a wonderful outdoor space which includes an allotment, wildlife area and a nature pond
- Assessment tasks range from verbal questions and response, to ‘low stakes’ quizzes and posters, to retrieval grids and end of topic mini tests
- Assessment is used as a tool to adapt and improve planning (support and challenge)