Pupils throwing leaves

The Subject Leader for Science is Miss C Harper

Science Statement of Intent

At South Hiendley, we guarantee that children are exposed to a progressive curriculum to help develop a love of learning for science. The Science National Curriculum and EYFS are planned for and covered in full within the EYFS, KS1 and KS2 progression grids. Whilst the EYFS and National Curriculum forms the foundation of all we teach in Science, we drive to ensure that children learn additional skills, knowledge and understanding and enhance our curriculum, as and when necessary, through rich experiences, literature and language. ย Progression grids and long-term plans are designed to ensure that learning is sequential and developed over time and allows children to build on prior knowledge to ensure that children know more and remember more. There is a significant focus on the development of language through teaching tier 3 subject specific vocabulary.

Through a progressive and engaging curriculum design we aim to:

  • Increase and develop their scientific skills, concepts, knowledge and attitudes.
  • Develop and use their skills in enquiry, analysis, evaluation, and argument.
  • Develop their interest in the how the world around them works, arousing their curiosity and motivation to learn
  • Develop the ability to present information, argue a view point and share their knowledge eloquently as their oracy skills develop

Pedagogy: To ensure that children know more and remember more we use a pedagogical approach when teaching science. Daily review is used to develop vocabulary and activate previous learning. New information and knowledge are introduced in small steps. Questioning is used to check understanding and how this develops overtime to support children to make connections, give opinions and apply their scientific knowledge. Models are used to support children to write in a scientific manner.

Resources: Children have access to an increasing bank of scientific texts in our Reading Nooks. Some of these are linked to the current scientific theme being covered at that time. This enables children to gather more information and pursue their own interests within our current theme.

Working walls: In every classroom we use working walls which enable children to refer back to key vocabulary and knowledge at all times. These walls develop overtime with the pupils input and are used to scaffold pupils thinking. The impact of this is that the knowledge and vocabulary become embedded in pupils learning.

Knowledge organisers: Knowledge organisers are used for pupils to refer to in the lesson. They are used to prompt prior learning and review.

  • Children will achieve age related expectations in science for the end of their cohort year.
  • Some children will achieve โ€˜Greater Depthโ€™ in science.
  • Gain a wider variety of skills linked to both scientific knowledge and understanding and scientific enquiry and investigative skills
  • Have a richer vocabulary which will enable children to articulate their understanding of taught concepts.
  • Have high aspirations which will see them through to further study, work and successful adult life.
  • Have a general knowledge of biology, chemistry and physics which will allow them to make sense of the world and be ready to take on further learning and acquire new skills
  • Children will be able to present information verbally and argue a hypothesis eloquently.