Science
Science at Little Gaddesden School is valued as a core curriculum subject and is taught weekly. The curriculum is carefully planned, coherent and sequenced; skills are developed progressively during the children’s journey through our school. This ensures all pupils learn in a memorable way, their learning is meaningful, making links between concepts, so that they can apply their learning in their lessons, their future education and their lives within the wider world. We encourage all our children to be inquisitive about the world around them whilst being taught specific skills and knowledge to help them to think scientifically.
Our aim is to build on the work of the Early Years’ framework of ‘Understanding of the world’ (where children gain the beginnings of scientific concepts and vocabulary) into Year 1 and beyond. Children gain Increasingly sophisticated knowledge and are taught to think about the uses and implications of science today and for the future, its power and its limitations.
Visitors and trips within Science Week and across the year are similarly used to enrich our science teaching and learning, in meaningful and memorable ways.
Intent
The purpose of science at Little Gaddesden is to teach a set of core ideas that will enable all students to experience a personal sense of awe and wonder when describing and explaining the natural world.
In science, we enable pupils to build on their skills as they move up through the school. Initially, they experience and observe phenomena, and the natural and humanly constructed world around them. Eventually, they develop a deeper understanding of a wide range of scientific ideas including ones that are more abstract.
We encourage them to be curious and ask questions and to develop their understanding of scientific ideas by using different types of scientific enquiry. By the time pupils leave the school, they will be able to select the most appropriate ways to answer questions using different types of enquiry, draw conclusions based on their data and observations, use evidence to justify their ideas and use their scientific knowledge and understanding to explain their findings.
Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena and are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Implementation
At Little Gaddesden, we follow the National Curriculum for KS1 and KS2 to provide the children with a high-quality science education. We sequence topics so that children acquire new knowledge and skills. We build on these as they progress through the school and revisit topics and check prior knowledge to ensure that previous learning is secure and transferred to their long-term memory. Teachers address misconceptions as they arise. ‘Science week’ gives children the chance to; be immersed in the subject, work with pupils from other classes, meet people who work within the industry and develop their skill for work scientifically.
Teachers are extremely knowledgeable and are passionate about the subject. Regular CPD, e.g. attending courses and local cluster sessions, staff meetings, blogs and use of the internet, enables teachers to stay up-to-date with good practice and ensures pupils receive excellent teaching.
To ensure effective teaching, teachers are encouraged to be innovative and to teach in a creative way. We teach the five ways of working scientifically, through hands-on investigations and child-led enquiry. Teachers ask questions to develop the children’s deeper understanding and to assess the children’s developing thinking. They teach using different contexts to maximise their pupils’ engagement with and motivation to study science.
The subject leader monitors the books to ensure work is of a high standard. Books show that children record in a range of ways, using their literacy and maths skills. They apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. Cross- curricular links are made to other subjects where appropriate.
We teach using the ‘science capital’ teaching approach. When possible, teachers link science lessons to current events and to the children’s experiences, so that all pupils feel science is relevant to them and their lives. Teachers ask questions that draw on the children’s own experiences, allowing all children to contribute and elicit knowledge that draws on personal, family and cultural experiences. We ensure every child develops a natural curiosity about the world around them and starts to think analytically about situations.
Assessment is rigorous. We use the Herts for Learning assessment tasks and grids. Class teachers pass this information on to the subject leader, so that they can effectively monitor attainment and progress. This is used to inform future planning.
SEN pupils’ are able to access all tasks and take part in all science lessons. Teachers differentiate the work where needed, they scribe for these children where appropriate in order to capture their ideas and provide a differentiated timetable if necessary.
Impact
The children have a natural curiosity about science and the natural world. Evidence from ‘pupil voice’ reflects that they really enjoy science. Pupils are able to clearly explain the five areas of working scientifically and by the end of Key Stage 2 can generate their own questions to answer, choose the correct type of enquiry, record their findings accurately and draw their own conclusions. Progress is measured through a child’s ability to know more, remember more and explain more. Science vocabulary is displayed, spoken and used by all learners and there is clear progression across year groups.
All pupils make good progress and gain the necessary knowledge to become analytical thinkers. This is evident from book monitoring and assessment. The children reach at least age related targets and are all prepared for the learning they will need for Secondary school. The pupils feel confident in their science knowledge and enquiry skills and are therefore excited about science. They show that they are actively curious to learn more and see the relevance of what they learn in science lessons to real-life situations and the importance of science in the real world.
Science at Little Gaddesden – Planning Overview
Science at Little Gaddesden – Road Map
Little Gaddesden Science Principles – “the five pillars”
Little Gaddesden Science Policy
