Science Curriculum Vision
“Science and everyday life cannot and should not be separated.” – Rosalind Franklin
Purpose and Intent
“A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.” (NC 2014)
At Radipole, science helps children develop key life skills including an ability to communicate clearly, remain organized and prepared, and form their own opinions based on observation and research. This subject provides children with an understanding of themselves and the world that surrounds them, providing them with skills to look after their health and go forward in society to be responsible and forward-thinking citizens. Primary science starts in EYFS with a focus on Understanding the World and by the end of KS2, pupils will have developed a deeper knowledge and understanding of a wide range of scientific ideas and skills.
Implementation and Realisation
At Radipole, teachers are supported to ensure that they have good subject knowledge, and subject monitoring ensures that lessons are planned using high quality supporting resources such as SAPs and STEM Learning. We recognise that language is a key aspect of science, and as a result, vocabulary is developed, promoted and revised through regular starter activities and games. Science lessons are built around investigations using practical materials wherever possible. Working scientifically skills progress through the year groups, which enables the children to take ownership and develop their planning and thinking skills. In each lesson there is:
To develop a love of science and promote curiosity, children in the school have a chance design their own investigations to answer questions, which they would like to know the answer to. In addition to this, professionals in science-based careers inspire KS2 children by sharing information on their jobs and the paths that led them there.
Impact and Evaluation
Children’s progress is monitored through regular questioning and discussion. In addition to this, the children’s work is assessed for each lesson against the learning objective, which is taken from the National Curriculum. Concepts are continually revised through curriculum progression across year groups and lesson sequences to allow learning to be cemented into the children’s long term memory.
Although language and writing are a key element of science teaching, support and scaffolding is provided for children for whom these aspects are a barrier to learning.