Subject Co-ordinator: Claire Butler
Governor responsibility for Science: Sarah Smith
The 2014 National Curriculum for Science aims to ensure that all children:
- 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 skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this
At Tibshelf Infant and Nursery School, we encourage children to be inquisitive throughout their time at the school and beyond. The Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout our different topics, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings.
The teaching of Science at Tibshelf Infant and Nursery School is based upon the EYFS and National Curriculum. To ensure a clear structure for the teaching of Science across school, a progression of skills is in place. This ensures that children are given the opportunity to revisit and review previous learning, whilst systematically building upon these existing skills and knowledge to move their learning forward, thus preparing them for the next stage in their learning and development. The progression of skills covers working scientifically, Animals including humans, living things and their habitats, everyday materials, plants and seasonal changes and coverage can be noted within yearly overviews.
The children are taught Science in Year 1 and 2 as part of their topic based curriculum, whilst in Foundation Stage, we follow the Early Years Foundation Stage curriculum and science fits under the broader area of Understanding the World. We create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;
- Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up.
- We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
- Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.
- Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
Within Science, we strive to instil an appreciation and enjoyment of Science to enrich the children’s learning experience. Our Science curriculum is high quality and is planned to demonstrate progression.
We measure the impact of our curriculum in the following ways –
- Pupil discussions about their work and what they have learnt.
- Continual marking and assessment of the children’s work
- ‘Book looks’ – by the subject leader in order to monitor the content of teaching and quality of work
- Children in the EYFS are formally assessed against Development Matters, within Understanding of the world. At the end of the EYFS pupils are assessed against the ELG’s.
- Teaching staff in KS1 assess children’s ability within specific aspects of Science termly.
- Pupil progress is monitored closely and used to inform teaching, before being shared between year groups upon transition.