Within our school science is taught through cross-curricular working and discrete science lessons. Science based topics are covered each half term in accordance with the programmes of study, which are prescribed within the National Curriculum to ensure a broad, and balanced science curriculum is delivered.
Within our science curriculum, we ensure that children’s learning moves from concrete experiences, which involve practical experiments/investigations and move through to researching scientific topics as the children become more able. These investigations form part of our working scientifically and permeate all topics. This involves the children, asking and identifying questions, planning their own investigations and using a range of scientific skills.
In Key Stage 1, much of the science curriculum is based around real-life experiences for children. There are lots of opportunities for exploring scientific ideas both in the classroom and in the local outdoor areas. Children are encouraged to carry out their own observations and experiments to further their scientific knowledge.
In Key Stage Two children are encouraged to ask questions about scientific concepts and then carry out experiments/investigations to find the answers to the questions that have been posed to them or to find answers to their own predictions and hypotheses. Children will write /record in both oral and written form their conclusions based on their findings. Within Key stage Two children will explore science through physics, biology and chemistry and throughout all topics, each year group will be working scientifically in the sense of carrying out investigations. The strand of “Working Scientifically” permeates all aspect of science, as prescribed by the National Curriculum.
In addition to science lessons within school, as the science subject leader, I encourage visits and invite visitors into school so that the children can participate in a range of first hand experiences such as hatching eggs in EYFS, the “Wild Road Show,” which involve the children handing a range of wildlife such as snakes and the bearded dragons to support their learning about the Rainforest, habitats, adaptation and evolution. We have also have trips to various farms, aquariums and zoos.
As subject lead, I monitor half termly the pupils progress by referring to “Classroom Monitor,” which is the assessment tool all teachers use to record progress of each pupil within their class.
Where children appear to have gaps or falling behind an intervention will be used in the afternoon or a science club will be specifically set up at lunchtimes.