World Aware

In Science lessons, children explore and celebrate research and developments that take place in many different cultures, both past and present. They learn about and observe the changing seasons around them as well as learn about human impact on the planet and how it has changed over time.  

Belonging

Our Science curriculum aims to allow all children to feel a sense of belonging in their world and environment.  Through an understanding of the world around them, they will learn to respect their environment and to take care of the wonders of their world. They will learn through discovery and group work that allows them to feel part of a team.    

Possibilities

In Science, children will learn about the many possibilities of the world through Scientific enquiry and asking questions.  They will explore STEM careers and challenge science stereotypes.  

Well-being

In Science, children are taught the skills of support, encouragement and perseverance as they work both individually and as part of a team.  They will be taught about their health and nutrition, smoking, drugs and making good choices.  

Spirituality

In Science, there are many opportunities for ‘wow moments’ when discovering new things and through practical experiences. These are moments that children remember and help to shape their understanding of the world. The time that is spent outside in the natural environment also allows for children to take in the ‘now moments’.    

The Science curriculum is made up of both disciplinary and substantive knowledge. Substantive knowledge is the knowledge produced by the academic subjects and disciplinary knowledge is the knowledge of the methods and apparatus used including data analysis to answer questions. The curriculum document details the disciplinary knowledge taught across the school and the curriculum map (Long Term Plan) outlines when each unit of substantive knowledge should be taught. The Science Curriculum is organised into units of substantive learning as outlined in the national curriculum programme of study. The units of learning are then organised into a rolling programme to accommodate the mixed-year group classes at our schools so that new learning is always building upon prior knowledge. The skills progression is adapted from the working scientifically objectives and outlines how disciplinary knowledge could be taught across the school.  

The planning is linked to the school’s drivers (world aware, possibilities, well-being, spirituality and belonging) which always inform teacher’s planning. The planning builds very much on what was taught previously in each unit and details how to connect retrieval from prior learning in order to create meaningful and deeper links for children’s understanding. The curriculum has been designed the way it has because it is fundamentally important that children are taught progressive and sequential skills which are built on whilst forming a solid understanding of the world around them.

Children are taught the key knowledge that they need to move on to the next step in their learning as well as the skills that they need to help them to complete scientific enquiries through the working scientifically objectives. Children are excited to share their developing understanding of science and the role it plays in their lives today.  We aim to build children’s science capital by showing them the broad possibilities that science can offer them and its relevance in everyday life.