“Science is the process that takes us from confusion to understanding.”
– Brian Greene
Subject Lead: Miss Ball
At St Joseph’s, we have designed a broad and balanced curriculum. We want our Science curriculum to foster and develop children’s curiosity. From Early Years Foundation Stage to Key Stage Two, pupils develop their abilities to work scientifically. This includes developing their skills of observation, researching and questioning. We have a particular focus on the children’s use of scientific terminology. We intend to provide all children within our school the opportunity to develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
Our Science curriculum aims to ensure that children:
- become resilient by developing and deepening their knowledge and theoretical understanding through the specific disciplines of biology, chemistry and physics.
- are confident with the scientific knowledge required to understand the uses and implications of Science, today and for the future.
- take responsibility to develop their enquiry skills to deepen their knowledge and understanding.
- are confident when using a range of methods to communicate their scientific knowledge including I.C.T.
- continue to show an enjoyment of Science. Having self- belief believing they can do it!
The Science curriculum at St Joseph’s will offer children the opportunities to draw upon skills, behaviours and knowledge. To be able to do this, all pupils are:
- taught about famous scientists and their impact on the world.
- encouraged to use a range of scientific equipment and online resources.
- given opportunities to visit scientific museums and take part in workshops with scientists in different fields of research and from the local area.
At St Joseph’s, Science topics are taught discretely. In order to aid children develop their scientific skills, beginning in the early years foundation stage, with and understanding of the world, a broad and balanced curriculum has been designed.
At the beginning of each topic, the pupils are provided with a topic cover sheet. These sheets allow the children to self-assess themselves against their learning objectives. They also provide the children with the terminology they should gain throughout the topic as well as previous learning.
Key scientific language is discussed every lesson to encourage the children’s learning of this vocabulary. The language is also modelled throughout lessons. Teachers are encouraged to use practical demonstrations and experimentation to aid in children’s development of understanding. Key Stage One, Lower Key Stage Two and Upper Key Stage Two use investigation planning formats (that progress with the children’s ability) to fully grasp how to follow an investigation from hypothesis to conclusion.
Children are also encouraged to ask a child-initiated follow on question from their investigation that can be completed in class, where appropriate. This is to encourage children’s curiosity and progression of learning throughout their topics.
After each session, children are to reflect on their learning, either as a group or individual, against their learning objective to decide if they have achieved their intended learning and how to support or progress their learning further. Attainment is tracked through class pupil trackers against National Curriculum expectations and Working Scientifically skills.