Our Science Curriculum

Intent

Alongside these key aims of the Science 2014 National Curriculum:

• develop skills, scientific knowledge, and conceptual understanding through the specific disciplines of biology, chemistry, and physics

• develop an 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

At Stonham Aspal, it is our intent that our science curriculum enthuses and motivates our pupils whilst building on their current skills and knowledge. Stonham Aspal’s science curriculum intends to:

• inspire pupils’ wonder and curiosity about the world around them

• encourage pupils to ask questions and develop an enquiring mind

• develop their own ideas based on prior knowledge and experiences so building science capital

• will enable pupils to talk about science explaining what is occurring around them, predict how things will behave and suggest possible causes

• equips our children for the start of High-School and promotes the importance of science within all our lives whilst inspiring future scientists beyond our school.

• teaches respect and intrigue of all living /non-living things and phenomena

• promotes equality and diversity within our school community by valuing each others ideas and different experiences

Implementation

Stonham Aspal’s science curriculum allows the children to be curious and enthusiastically build on their scientific knowledge, vocabulary and range of skills. The children are encouraged to ask their own questions, thinking deeper whilst using their scientific knowledge. We understand that it is important for science lessons to have a skills and knowledge focus. Scientific enquiry skills: observing overtime; comparative and fair testing; grouping and classifying; researching and pattern seeking are embedded in each class’s science strand. Cross-curricular links are made regularly; alongside links to the real world and our locality. Our school life and learning skills and Christian values are threaded through our teaching and learning. We implement our curriculum by:

• providing a wide range of scientific experiences for all pupils regardless of age, ability, gender, or SEND which encourages their love of learning and passion for science

• In KS1 and KS2 either blocking science or teaching one science lesson every week for up to one and a half hours. EYFS teach science mostly through ‘Understanding of the World’. Science is also linked across other subjects such as in English and famous scientists in history.

• using Kapow’s spiral curriculum planning to build on prior knowledge, skills, and vocabulary

• continuous assessment to elicit prior knowledge/misconceptions and to promote new learning

• encourage children to think deeper by asking their own questions and problem solving

• encouraging independent recording in a variety of ways and learning from misconceptions

• using knowledge organisers as a tool to support pupils in recapping prior learning, retaining and retrieving knowledge and vocabulary for lifelong learning

• improving science capital by using our locality, partnerships with parents, trips, and visits to enhance learning experiences e.g. role play, Wilder Schools Project, STEM ambassadors, a visit by local owl sanctuary, high school liaison, and crucial crew.

• ongoing teacher CPD to improve our subject knowledge.

 Impact

Our Science curriculum is not only planned to demonstrate progression but to inspire curiosity of the world around us. The knowledge and skills will develop progressively as they move through the school, not only to enable them to meet the requirements of the National Curriculum but to prepare them to become competent scientists in secondary education and beyond. We measure the impact through:

• pupils effectively talking about their science perceptions, progressing skills/ knowledge/vocabulary, learning and enjoyment, resilience and independence at approaching science, how science links with the real world • celebration through displays, celebration assemblies and whole class assemblies to the school and parents

• staff and pupil voice discussions/questionnaires about their science perceptions, progressing skills/ knowledge

• formative assessment (such as low stake quizzes) and summative termly data of age-related skills, knowledge, and vocabulary

• teacher assessment using end-of-key stage descriptors • book scrutiny and collection of work to show a range of topics and progression

Science at Stonham

Curriculum Map Overview

Long Term Plan

Science Enquiry Map

Science in Action

STEAM jobs : Follow the link on our learning page to find out about some of the STEAM jobs that our parents and carers do in our community.

 Watch the videos of our fabulous Rube Goldberg Machines! What simple machines can you spot?

 Rube Machine  Rube Machine   Rube Machine   Rube Machine

//www.youtube.com/embed/s_KyiI6HBnk

 What is Science Capital?

Science capital is like a bag that will carry you throughout life containing all your science related knowledge ( what you know), attitudes (what you think), experiences (what you do) and contacts (who you know).

Every child will arrive in school with a different amount in their bag. We aim to use these bags so our pupils can build relationships between themselves and science by connecting with their identities and own unique experiences.