Science
Learning Journey
3 i Statement
Intent
The principle aim of Wynstream’s Science curriculum is to equip children with the cultural capital and scientific skills and knowledge they require to succeed in the next phase of their education and beyond. Wynstream’s Science curriculum meets and exceeds the requirements of the National Curriculum. The prominence of science in our curriculum is due to our recognition of its importance in almost every aspect of our daily lives. It aims to develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics. We expect our pupils to leave us with an enthusiasm for and curiosity about, all aspects of scientific learning and discovery.
Implementation
Our implementation approach is based on the most current cognitive research. A variety of memory retention strategies are routinely used to support the transference of information from working to long term memory.
Our science curriculum meets all of the requirements of the National Curriculum and utilises the Kent Primary Science Scheme which has been modified to meet the needs of our pupils.
In the Early Years, science learning is hands on! Children hatch duckling eggs and take care of tadpoles and caterpillars. Beans and sunflowers are planted in our garden and their growth observed and recorded. They observe life cycles first-hand and in action. Everyday experiences support children's understanding of changing states of matter. Children cook weekly, make their own play dough and create mud cakes in our outdoor kitchen. Concepts of floating and sinking are investigated through model making challenges. Materials are investigated to find the best match for a superhero visor. Throughout the year children create a class seasons book, adding photos and drawings from local walks. A daily weather report and calendar check in ensures children are able to talk about the seasonal changes that are relevant to them. Educational visits to the beach, woods, local park and wider school ground give children experience of contrasting environments. Children understand that not every environment is the same as the one they live in through sharing stories and non-fiction texts with adults.
Children have all year round/all-weather access to the outdoor learning environment to facilitate hands on exploration of the natural world which provides ample opportunity opportunities for awe and wonder. We use ‘Explorer Bags to ensure children have the equipment needed to make and record observations and follow interests. Adults introduce and model new vocabulary to support children in talking about their observations and comparisons. Children are encouraged to think aloud and talk about their exploration and investigation.
At Key Stage 1, pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and table with the help of ICT if it is appropriate.
At Key Stage 2, pupils learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT to communicate their ideas.
Impact
The primary aim of our Science curriculum is to provide children with the opportunities to both ask and find answers to their questions about the world around them. We use a variety of strategies to measure the extent to which we are effectively implementing our curriculum. Subject leaders regularly monitor pupil voice. Specifically, the effectiveness of teaching and learning is primarily judged based on our pupil’s ability to engage with the key assessment questions at the heart of every unit of learning. Summative assessments are made termly and are based on Wynstream’s Science endpoints. Subject leaders not only monitor all aspects of the teaching and learning of science, but also perform book scrutinies, learning walks and lesson observations to ensure that the principles and skills set out in the ‘Working Scientifically’ portion of the National Curriculum are being progressively and consistently delivered.
