Impact
At J H Godwin Primary School, we endeavour to provide all children with a purposeful, progressive, language rich science curriculum, which is developed through the aims and objectives of the National Curriculum for Science for Key Stage 1 and 2 and the Statutory Frame work for the Early Years Foundation Stage. We make sure that our curriculum is engaging and inclusive of all, encouraging children to be inquisitive throughout their time at the school and beyond.it.
At JH Godwin, we follow Science PlanBee as a curriculum start point for our lessons, and adapt this to take into account the children’s needs, abilities and interests. The principles behind this scheme are that lessons are enjoyable, equitable, coherent, cohort-relevant, creative and flexible.
It is our intent to provide pupils with a scientific curriculum that develops the following:
- 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.
- Equip children with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Implementation
This will be done in the following way:
Progressive Subject Coverage Teachers will use the scheme of work in line with National Curriculum 2014. To plan and teach learning objectives to plan and deliver progressive and challenging lessons. In the Foundation Stage science is planned for using the Early Learning Goals for Knowledge and Understanding of the World.
Outstanding Practice in lessons: Teachers will use their flair, enthusiasm, and professional judgement to identify the most sensible, enjoyable and safe methods for the work being conducted. Activities will be planned and delivered in such a way as to encourage full and active participation by all children irrespective of ability or educational need, gender or ethnicity. Pupils with particular ability and flair for science who work more quickly through the levels of the National Curriculum are extended through the use of supplementary work and computer software.
First-Hand Experience and use of the Wider Environment: We have identified that our children benefit from hands on learning, exposure to a wide range of vocabulary and opportunities for discussion and interaction so we aim to keep this at the heart of the development of knowledge within our Science Curriculum.
Priority is given to first- hand experience of concepts and pupils are given opportunities to work in a scientific manner by planning and carrying out their own investigations. High-quality resources (See appendix 4) and use of the school’s wider environment including outdoor facilities and links and visits within the local community are utilised to deliver the curriculum including Forest School, Local nature parks and farms, links with Science Department at Blacon High and Safari Rangers from Chester Zoo. Scientific Expertise from further afield is also used to deliver the school curriculum including links to Techniquest and Catalyst, Mad Science workshops, and through links with industries such as BP, ESSERO and STEM science.
Vocabulary Saturated Environments: Scientific vocabulary is directly taught and modelled through Word Aware Strategies.
Best use of ICT and other Curriculum Links
Links with other curriculum areas, especially English, Maths and ICT are utilised through dynamic activities planned by the teacher. Pupils are given opportunities, where appropriate, to develop and apply their information technology capability in their study of science. As well as the use of computers, pupils are encouraged to use tapes, digital microscopes, cameras and video recorders where appropriate.
Impact
By the end of Foundation stage pupils will be able to discuss differences and similarities in creatures, people, plants and objects in their natural environments. They will be able to manipulate objects and materials. Pupils will be able to use their senses and talk about what they see, hear and feel. They will be able to ask questions about thy things happen and how things work. They will be able to explain what they think will happen, communicate a plan and also record and evaluate their findings.
By the end of Year 2, pupils learn to identify and name plants. They will be able to identify their basic structure and how seeds and bulbs grow into plants. They will be able to identify and name a range of animals and how they could be grouped through being able to identify and classify. By the end of this Key Stage, the pupils will be able to discuss the impact of exercise and diet and will know that animals reproduce. Pupils will be able to identify the habitats that they live in. They will be able to observe changes across the four seasons. Pupils will be able to identify everyday materials and compare their uses. They will be able to use their knowledge to ask and answer questions. When investigating pupils will gather and record data to help answer scientific questions.
By the end of Year 4, pupils will be able to identify parts of plants and their life cycle. They develop their knowledge of animals including humans through being able to explain how skeletons and muscles work and also how the digestive system works, including identifying different types of teeth. Pupils will be able to explain how food chains are established. They are able to classify living things within a habitat. Pupils be able to identify different types of rocks and soils and be able to explain how fossils are created. Pupils be able to explain changes in states including evaporation and condensation. They be able to explain the physics of sound and light. They be able to identify that sound is created through vibration and be able to describe changes in pitch and volume. Pupils be able to describe darkness as the absence of light and use this knowledge to explain how shadows be able to change. Pupils will be able to identify magnetic materials and describe how magnets work using their understanding of magnetic poles. They will be able to construct a simple circuit and use this to identify conductors and insulators. In acquiring this knowledge, they also develop scientific skills in knowing what a fair test is, take measurements from a range of equipment. Pupils are able to gather and record their own data and report their findings both orally and in writing.
By the end of Year 6, pupils build on their understanding of reproductions and use this to explain the life cycles of mammals, insects and birds. They are able to describe the changes in humans from birth to insect. They are able to classify micro-organisms. They bring together their understanding of animals including humans and also fossils to explain adaption and reproduction when learning about evolution and inheritance. They take their learning about light further to explain how light travels and how the human eye works. Pupils use their knowledge of forces to explain gravity, air and water resistance and friction. They are able to explain changes in materials, including dissolving, separating and reversible changes. They will be able to describe the movement of the sun, earth and moon when learning about Earth and space. Pupils will develop their electricity knowledge further by being able to analyse the function of lamps, buzzers, cells and switches. When investigating they know what variables are and how to control them. They understand the need for repeated measures to increase accuracy. The gather and record data using scatter graphs and line graphs. Pupils will be able to make conclusions on the test they have carried out and make further predictions and set up further comparative and fair tests.