Cowley Hill Science Curriculum Statement
The 2014 national curriculum for science aims to ensure that all children:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this
Children at Cowley Hill will develop an understanding of the world through scientific knowledge and conceptual understanding. Children will use reasoning language to support their development of key foundational knowledge and concepts. They are encouraged to develop a sense of excitement and curiosity about natural phenomena, as well as being inquisitive about the world around them. Our Science lessons will teach children to be resourceful, resilient and reflective through investigative and experimental work. The key knowledge identified by each year group is informed by the national curriculum and builds towards identified phase ‘end points’ in accordance with NC expectations.
The curriculum is designed to ensure that children are able to acquire key scientific knowledge and develop working scientifically skills through:
- asking questions,
- planning simple and fair tests,
- use of secondary resources,
- recording and
- drawing conclusions.
This will lead to children learning to work as scientists, planning and undertaking scientific investigations. Cross curricular opportunities are also identified, mapped and planned to ensure contextual relevance. Children are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a whole school ethos and a varied science curriculum.
We aim to equip pupils with cultural capital, preparing children with the essential scientific knowledge and skills for what comes next. The exploration of new skills and experiences helps to nurture resilience, curiosity and creativity. Through this journey, children develop new forms of cultural capital that makes a difference in individual mind-sets, which consequently shapes their future.
Across each phase (Foundation stage, KS1 and KS2), children will be taught the whole range of knowledge objectives and are given the chance to develop the appropriate ‘working scientifically’ skills, as set out by The National Curriculum. Teacher plans create a rigorous and robust curriculum delivering key knowledge throughout a progressive systematic approach that fosters an awakening of the world and its workings. The use of whole-school progression map, ensures that teachers are aware of the prior knowledge before planning units and individual lessons. Our Science curriculum, includes varied learning and excellent progression in scientific knowledge, skills and understanding throughout.
At Cowley Hill we will make sure that every child has a positive experience of science throughout their primary school education through:
- Teaching specific disciplines of biology, chemistry and physics, children will develop scientific knowledge and conceptual understanding.
- Developing their understanding of nature, processes and methods of science through different types of science enquiries which help them to answer scientific questions about the world around them.
- Building upon specific and technical vocabulary and that it is understood and reinforced within different subject areas.
- Using a range of resources to develop their knowledge and understanding that is integral to working scientifically.
- Building upon prior knowledge and linking ideas together, enabling them to question and become enquiry based learners.
- Linking Science to real life contexts will be made to develop their topical learning.
- Attainment will be assessed each half term through the evaluation of the skills covered.
- Preparing them for life in an increasingly scientific and technological world today and in the future.
- Finding opportunities to develop their understanding of their surroundings by accessing outdoor learning and workshops with experts.
- Through enrichment days, such as ‘science week’, we promote the profile of Science and allow time for them to freely explore scientific topics.
Science is taught consistently, once a week for one hour, but is also discretely taught in many different contexts throughout all areas of the curriculum.
The impact and measure of this is to ensure children, not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.
All children will:
- Have a wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills.
- Question ideas and reflect on knowledge.
- Work collaboratively and practically to investigate and experiment.
- Explain the process they have taken and be able to reason scientifically.
- Richer vocabulary which will enable to articulate their understanding of taught concepts.
- High aspirations, which will see them through to further study, work and a successful adult life.
The impact of our curriculum is under constant review and development to ensure that it appropriately meets the needs of our children, supporting and challenging pupils to achieve their full potential.
Our curriculum is regularly monitored by:
- Assessing children’s existing understanding and vocabulary, before and after the unit is taught.
- Assessing children’s’ learning behaviours working towards an objective such as confidence, engagement, self-motivation, resilience, curiosity.
- Moderation of effective planning and lesson sequences.
- Summative assessment of children’s discussions about their learning.
- Assessment of recorded work, which may include work in books, images of practical activities, electronic work stored on Google Classroom.
- Interviewing the children about their learning (pupil voice).
- Moderation staff meetings where children’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.