Science

Independence

Resilience

Community

Respect

Science at Holystone

 

 

Make Observations

Ask Questions

Gather Data

Perform Tests

Use Equipment

Analyse Data

 

Science Intent

At Holystone, we believe that Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It links ideas and knowledge with direct practical experience and can engage learners at many levels. Scientific method develops and supports inquiry through experimentation and practical investigations. It develops creativity in thought and analysis in practice.

In studying Science, underpinned by our Core Values of Resilience, Respect, Independence and Community, we aim to allow our pupils to gain an understanding about how ideas contribute to scientific change – impacting on industry, business and medicine and improving the quality of life. They learn to question and discuss issues that may affect their own lives, and the future of the world. We aim to achieve this by:

Engaging pupils as learners at many levels through linking ideas with practical experience;

Stimulating and exciting pupils’ curiosity about changes and events in the world and to enable them to satisfy this curiosity with understanding.

Linking pupils’ understanding with scientific thought and thus develop a greater understanding of the world in which we live and their responsibility to ensure its sustainability

Working with real life scientists, other supporting agencies and other schools to share good practice and develop our Science curriculum further.

 

Science Implementation

By the end of EYFS-

By the end of Key Stage 1

Pupils will

-Ask questions and suggest answers,

-Observe closely,

-Perform simple test,

-Use simple equipment,

-Gather and record data,

-Discuss findings.

 

By the end of Key Stage 2

Pupils will

-Use different types of scientific enquiry to ask/answer questions.

-Understand and set up fair and comparative tests (recognising and controlling variables,

-Take accurate and precise measurements using a range of equipment,

-Make systematic, independent observations,

-Gather, record, classify, present and report on data in a wide variety of ways using scientific language.

-Use results to make predictions, draw conclusions, set up further tests and suggest improvements.

 

This is how it works

Science is taught in the EYFS as an integral part of the topic work covered throughout the year. Children are encouraged to explore and investigate independently during continuous provision. 

-All children in Y1-6 receive a minimum of 2 hours quality Science teaching a week.

-Knowledge and understanding are taught in blocks with a new topic each term/half term and scientific experiments are carried out.

- Science day is used to cover other areas of science and appreciate the awe and wonder of science.

-Where possible links are made with other subjects to enrich learning.

-There are regular practical sessions where children have opportunities to develop their investigative skills.

-Lessons incorporate the use of technology where appropriate.

-Teaching of scientific vocabulary takes place during each topic so it can be used in following lessons.

-Purposeful displays support current learning which include vocabulary and reflect progression in learning.

-A range of engaging resources enable the children to carry out exciting experiments to deepen their learning and develop their understanding of the concept that is being taught.

-There are opportunities for paired, group and class discussion and debate to consolidate learning.

-Children learn about the achievements and contributions of key scientists from the past and modern times.

 

This is what adults do

-Plan exciting progressive lessons which build on prior knowledge.

-Support, encourage and nurture a love of Science.

-Create a learning environment that supports learning and engages children’s interest in the topic being studied.

-Assess conceptual knowledge and skills and allow pupils to develop strategies for questioning and thinking.

-Demonstrate how to use scientific equipment, and the various ‘Working Scientifically’ skills in order to embed scientific understanding.

-Regular book scrutiny, pupil meetings and planning audits.

-Whole school professional development.

-Participate in cluster group meetings by liaising with other Science co-ordinators from Primary schools in the area to share good practise and cross moderate work.

 

This is how we support

-We use teacher to quickly identify any child who requires additional support in specific areas. Differentiated ability tasks are used enabling children to progress at their own pace.

-We make cross curricular links whenever possible.

-Encourage children to be independent learners as well as working in small groups and respecting others opinions and points of view.

-Provide visual and practical prompts.

 

This is how we challenge

-Lessons will be differentiated.

-Additional activities/expectations through progressive success criteria to stretch the learning within the lesson.

-Activities with alternative discussion points.

 

This how we ensure all children can access the curriculum

-Children are taught key vocabulary at the start and during the topic and is revisited regularly.

Seating children alongside good role models to support one another or supported by RSA’s/teacher.  

-More frequent repetition and revisiting of knowledge.

-By providing visual/practical prompts.

-Teaching lessons using a range of different techniques to appeal to different learning styles e.g. videos, interactive websites, drama, artefacts, texts etc.

 

Science Impact

This is what you might typically see

-Engagement and perseverance from all learners.

-Children practising and applying knowledge to different situations.

-Happy, confident, and independent learners.

-Children posing their own questions and hypothesis for investigation.

-Children working cooperatively in paired/group work.

-A school/classroom environment with displays including vocabulary, to support learning.

-Children discussing, reflecting and sharing their learning.

 

This is how we know how well our pupils are doing

-Use of teacher assessment at the start/end of each topic enables progress in knowledge and understanding and working scientifically to be monitored.

-Lessons are planned with previous year’s topics known to ensure progression.

-Teachers assess the individual progress of a child against the learning objective for the lessons/units of work.

-At the end of the year, the teacher makes a summary judgement about the work of each child in relation to the National Curriculum 2014 and topic objectives. These are used to make a judgement and are reported to parents as part of the child’s annual school report.

-Displays of work around school.

-Book scrutiny, pupil meetings and planning audits/discussions.

-Use of pupil voice questionnaires.

-Monitoring of the standards of children’s work (which is also monitored by other Science Co-ordinators in Cluster group sessions) and the quality of teaching and learning in lessons.

 

This is the impact of the teaching

-Pupils with an awareness for our world and beyond.

-Children who are confident talking about science.

-Children who enjoy their learning in Science.

-Inquisitive learners who make observations and ask questions.

-Pupils develop detailed knowledge and skills in science and achieve well.

-Children who know more and remember more.

-Pupils use acquired vocabulary in Science lessons.

-Children who have the scientific skills to investigate independently and show resilience when tackling problems.

-Children will be ready for the next stage in their education.

-Pupils with SEND will achieve the best possible outcomes.

-Children who are inspired by the achievements of scientists.

-Children becoming independent scientists.