Mosborough Primary School

Curriculum Intent

“Science at Mosborough excites, stimulates and incites awe in pupils regarding the world around them. Our approach to science fosters a positive attitude, confidence both inside and outside of the classroom, and a high level of engagement towards their learning. Pupils will make links between their scientific knowledge, the world around them, and other parts of the curriculum. Pupils will acquire scientific language and working scientifically skills. They are offered high quality learning opportunities where they can develop as scientists.”

Our Science Principles:

• As scientists we gain new knowledge, key facts and use scientific vocabulary.
• As scientists we ask questions, observe, predict and investigate.
• As scientists we will discuss, justify, reason and conclude.
• Science is practical and thought provoking.
• Science challenges us to think independently, challenge ideas and problem solve
• Science learning is enhanced through visitors and trips.
• Science is linked to other subject areas.

Implementation

• All programmes of study in the National Curriculum are planned for and delivered within KS1 and KS2. In foundation, children are provided with opportunities to explore and experience basic scientific concepts.
• Skill progression (Working Scientifically) is clear throughout year groups and across the school
• Children have opportunities to ‘Explore, Enquire, Analyse and gain Knowledge’. Teachers skillfully reflect upon their science teaching to ensure children have a wide range of opportunities.
• Science planning and learning in books shows a clear sequence of lessons linked to our school principles. Pre-assessments are used effectively to demonstrate current knowledge and skills. Learning is then built upon from this starting point.
• Teachers skillfully plan and deliver tasks that allow for opportunities to revisit previous learning. This includes learning within the same topic from previous year groups but also missed learning.
• High quality resources are used to meet the needs of all learners.
• Pupils have opportunities to generate their own questions to lead learning.
• Pupils are given opportunities to engage in all types of scientific enquiry to answer questions; think, observe, identify and classify, test, research, survey
• Scientific vocabulary is used consistently both orally and in written work. Pupils are given opportunities to learn and use this vocabulary on a regular basis.
• Language structures are used consistently and show clear progression. Pupils are able to articulate their thinking, discuss, explain, reason and conclude as scientists.
• A wide range of teaching and learning strategies are used to support the consolidation of knowledge. 
• Science weeks are carefully planned to raise the profile of science in school and give children the opportunity to engage in new and exciting experiences.
• A cross curricular approach is used where strong, high quality links can be made.
• Science enhancements are used successfully in all year groups. This includes, use of quality texts, visitors and trips.

Impact

The outcome of our rich science curriculum at Mosborough is children who are able to engage positively and fully in science learning. Teachers are reflective in their approach to science and offer a wide range of opportunities linked to our school principles. Learning is built upon from foundation to year 6 and allows effective opportunities for revisiting past learning. Carefully considered language stems and the use of scientific vocabulary allows our children to develop as scientists.

Foundation

Children are actively encouraged to explore and engage in ‘hands on’ activities that allow them to experience science concepts linked to the world around them. Learning both indoors and outdoors allows children to observe, think, ask questions and discuss features of their immediate environment. Teachers and teaching assistants support children to learn and use scientific vocabulary as well as language stems to enable clear explanations. Knowledge is acquired through both adult-led and child initiated learning with effective facilitation. Children develop strong foundations in their knowledge of scientific concepts and working scientifically skills, providing them with the fundamentals ready for more discrete learning in KS1.

Key Stage 1

In Key Stage 1 , children are supported to further their skills of scientific enquiry and develop their ability to ask questions. As a result, children become increasingly confident to enquire and problem solve. Throughout the key stage, children are supported to perform practical tests, make close observations, use specific science equipment and develop their ability to predict, collect data and conclude using their findings. Children work successfully in groups and independently throughout the key stage. Teachers and teaching assistants recognise the importance of scientific vocabulary and how language stems support in strong explanations and discussions. As a result, children in key stage 1 are able to articulate their learning confidently and clearly orally and demonstrate some confidence to do this with written recordings. Children are able. By the end of year 2, our children demonstrate that they are able to use their own observations, knowledge of the world around them and their test findings to answer scientific questions. 

Key Stage 2

In Key Stage 2, children continue to build upon their previous learning. They become increasingly confident in scientific enquiry and are able to problem solve more readily to ask and answer their own enquiry questions. Children demonstrate their ability to plan for, set up and undertake tests which are fair. Predictions are carefully linked to science knowledge and children demonstrate independence when performing tests. They are able to use more varied ways of collecting and presenting data including diagrams, charts and tables. Scientific vocabulary and language continue to be integral to our science learning. By the end of key stage 2, children use this with confidence both orally and written to explain and justify and reason. Children show confidence in making links between science concepts and how these link to the world around them.