Science

VISION

The National Curriculum for science aims to ensure that all pupils:

  • 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 knowledge required to understand the uses and implications of science, today and for the future.
  • develop the essential scientific enquiry skills to deepen their scientific knowledge
  • use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts
  • develop a respect for the materials and equipment they handle regarding their own, and other children's safety
  • develop an enthusiasm and enjoyment of scientific learning and discovery
 

At Rusper Primary, our vision for science is to achieve all of the National Curriculum aims in a thorough and interesting way. Our Science curriculum is knowledge and vocabulary rich, ensuring children gain a deep understanding of fundamental scientific knowledge and concepts as well as embedding key science specific vocabulary and terminology (Tier 3 vocabulary).  In addition, children are encouraged to develop their scientific curiosity and understanding by working scientifically.

IMPLEMENTATION
 
Our Science curriculum is taught in subject/topic specific units eg Life Cycles, Electricity, States of Matter etc. These units are carefully spaced apart to allow for specific knowledge retrieval at different points throughout the year. With each unit comes opportunities to revisit and embed key learning gained previously. Weaving through all the units are opportunities to develop the skills of working scientifically. These skills are developed progressively each year in line with National Curriculum expectations.
Our curriculum is built using the CUSP model (Curriculum Unity Schools Project). This approach ensures units of learning are cumulative, built on previous knowledge and skill development, with clear opportunities to assess pupil knowledge through each unit. 
 
All units of learning are specified on our Long Term Plans.
 
Our adapted Knowledge and Skills progression document is currently under formation.
 
IMPACT 

We evaluate our curriculum using an evidence informed approach.  We have timetabled the review of the foundation subjects and aim to evaluate our curriculum provision, the effect of teaching and the depth, retention and connection of learning.  We do this by reviewing planning, looking at our children’s work and talking to our children.  In doing this we aim to identify and share strengths, explore ways to improve our provision and enable the professional growth of our teachers.

The impact of our teaching on children’s learning is assessed in a variety of ways.  Formative assessment is on-going with teachers assessing, reviewing and planning lessons. Retrieval practice is used to enhance recall of key content.  Activities such as low stakes quizzes, are built into teaching to help children overlearn concepts and knowledge, so learning is retained in the long term memory.