Science: intent, implementation and impact
Science teaching at Stannington First School aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of science, today and for the future. Our aim for all pupils is to develop a lifelong curiosity and interest in the sciences.
At Stannington First School, scientific enquiry skills are embedded in each science theme the children study and these themes are revisited and developed throughout their time at school. Themes, such as Plants, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. This model allows children to build upon their prior knowledge whilst embedding this procedural knowledge into the long-term memory.
All children are encouraged to develop and use a range of skills including observation, planning and investigation, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is taught and built up, and the use of effective questioning to communicate ideas is encouraged. Concepts taught are reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.
The science lead from Stannington First School has worked with colleagues across the Morpeth Partnership to create a long term, subject specific plan that shows clear progression of knowledge and skills from EYFS through to Year 13. For each theme, from Year 1, class teachers share a knowledge organiser with pupils which outlines key knowledge/skills (including vocabulary ‘buzz words’) that all children should master.
There is a clear medium term plan for each theme which outlines a sequence of lessons for each subject, carefully planning for progression and depth.
Teacher assessment is measured against the key knowledge and skills and other forms of assessment are used, such as the use of 'Flashbacl questions' or class quizzes which also supports our pupils’ ability to block learning and increase space in the working memory. Challenge questions create opportunities for pupils to apply their learning and educational visits and visiting experts are planned to enhance the learning experience.
Forest school sessions give our pupils the opportunity to develop a deeper understanding of the processes of nature and help them answer scientific questions about the world around them.
Our science curriculum is high quality, well thought out and is planned to demonstrate progression. We measure the impact of our curriculum through the following methods:
A reflection on standards achieved against the planned outcomes
Pupil discussions about their learning
Attainment and progress can be measured across the school using our My Progress Goals grid.
The learning environment across the school is consistent with science technical vocabulary displayed, spoken and used by all learners.
Children who are confident in their science knowledge and inquiry skills and are excited about science. They show that they are actively curious to learn more and see the relevance of what they learn in science lessons to real-life situations and also the importance of science in the real world.