Intent
At Albourne, we want every pupil to be curious and inquisitive throughout his or her time with us. The science curriculum fosters a healthy curiosity in pupils about our universe and promotes respect for the living and non-living. We aim to nurture pupils interest and understanding in science so they want to learn more about the importance of science. Through our science programme of study, we will teach the essential aspects of scientific knowledge, enquiry processes and uses of science that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards clear sequences of lessons and assessment opportunities. Key skills are mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills points that are in accordance with the Working Scientifically skills expectations of the national curriculum. Our pupils are provided with a variety of opportunities that cement and challenge their natural love of science through accessible practical, physical and interactive learning experiences, which are promoted, by trips, parental involvement and community links. They are also able to make use of our local environments and habitat. Pupils will be empowered via the use of a broad and balanced understanding of science, developed through fun, exciting and relevant lessons that allow them to successfully transition to the next stage of their education.
Implementation
Teachers create a positive and passionate attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;
Each new unit of work begins with a recap of the previous related knowledge from previous years. This helps pupils to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that new knowledge is taught in the context of previous learning to promote a shift in long term memory. Key vocabulary for the new topic is also introduced as part of the sequence of learning and pupils are shown the dual-coded vocabulary and this is displayed on the working wall. This provides definitions and accompanying visuals for each word to ensure accessibility to all. This approach also means that pupils are able to understand the new vocabulary when it is used in teaching and learning activities and apply it themselves when they approach their work.
Once pupils know the new vocabulary for the unit and how it relates to previous learning, the pupils are asked what they already know specifically about the new topic which is incorporated into a mind map of knowledge. This provides the teacher with an insight into the pupils ‘starting points’ for the topic, to enable the use of assessment to inform planning. The teacher is then able consolidate any of the key knowledge which is identified at this part of the process as not yet being secure.
Within all sequences of lessons, teachers plan a phase of progressive questioning which extends to and promotes the higher order thinking of all learners. Questions initially focus on the recall or retrieval of knowledge and then extend to promote application of the knowledge in a new situation to promote analytical thinking. Higher order questions focus on the pupils own work and how they might change or create an outcome and justify a choice they have made which is based on their evaluation.
Through our planning, we involve problem-solving opportunities that allow pupils to apply their knowledge, and find out answers for themselves. Pupils are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those pupils with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion and quality first teaching.
We build upon the knowledge and skill development of the previous years. As the pupils knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the pupils school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics.
Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop pupils understanding of their surroundings by accessing outdoor learning and workshops with experts.
Pupils are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
Regular events, such as Science Week and STEM days, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.
Impact
The successful approach to the teaching of science at Albourne results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education.
Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes towards Science, to assess the children’s enjoyment of science, and to motivate learners.
