Goring CE Primary: Curriculum Intent: Science
At Goring Primary, we recognise the status Science has as a core subject as a result of its enormous impact on human lives in the past, present and future.
Built on the framework of the National Curriculum, our Science curriculum is linked where possible to topics in order to provide a creative scheme of work reflecting a broad and balanced curriculum.
We will:
- Build on and foster all pupils’ natural curiosity and inquisitiveness
- Increase scientific knowledge and conceptual understanding across the 3 disciplines of Biology, Chemistry and Physics
- Embed teaching of knowledge within the uses and implications of Science, today and for the future
- Develop the skills of scientific investigation and enquiry
- Encourage respect for all living organisms and the physical environment
- Cultivate an enthusiasm and enjoyment of a life-long scientific learning and discovery.
Our Science provision will give all children the confidence and motivation to become lifelong learners of Science.
Curriculum Implementation
Using the structure of the National Curriculum together with our progression maps for working scientifically and knowledge, we ensure that prior learning is secure before being built upon sequentially. At the start of each unit, teachers use a range of assessment techniques to ascertain pupils’ current attainment and skill level, and adapt planning where necessary. This continues throughout the unit, including addressing any identified misconceptions or misuse of vocabulary. At the end of the unit, teachers assess current skill and knowledge to inform future planning.
Teachers plan creative and engaging lessons to prepare our pupils for life in an ever developing scientific and technological world. Learning is further enriched through use of our local environment, trips and visitors to inspire, support and challenge children’s current learning in science.
In EYFS, science is focused around informal investigation arising from children’s natural curiosity. Careful planning within the ‘The Natural World’ of the Early Years’ Statutory Framework ensures a rich mix of child and adult led experiences. This, combined with staff members’ skilful questioning and use of ambitious vocabulary, encourages development of understanding and grasp of scientific vocabulary.
Whilst pupils’ science lessons may differ in structure as they progress through the school, it is our firm belief that their hallmark should be in how teachers nurture, utilise and celebrate pupils’ curiosity and desire to explore.
From the start of Key Stage One through to the end of Key Stage Two, science is taught in weekly discrete lessons. In these, the teaching of working scientifically skills is interwoven with the learning of concepts and knowledge, using a range of scientific enquiry types. Emphasis is given to clear, precise teaching of vocabulary and the encouragement of pupils to use such vocabulary to explain their thinking, ideas and observations. In addition to the weekly science lessons, opportunities are made for children’s scientific skills, knowledge and understanding to be developed within cross-curricular activities.