Science
Intent
At Rufford Park, we recognise the importance of Science in every aspect of daily life and we give the teaching and learning of Science the prominence it requires.
Our three principle aims for science are:
- For everyone to have good scientific knowledge and conceptual understanding of biology, chemistry and physics.
- For everyone to develop scientific skills through different types of science enquiries to help them answer questions about the world around them.
- For everyone to understand the uses and implications of science today and for the future.
We firmly believe that Science should stimulate and excite pupils’ curiosity about the world around them. It provides first hand experiences and support for pupils to develop enquiring minds, learning how to question and discuss science through collaboration.
It is our intent to teach children to develop their interest and enjoyment of science. By building on children’s curiosity, the science curriculum will help to instil a positive attitude towards science in pupils. It is vital to deliver all the requirements of the national curriculum in relation to science and make sure all lessons are purposeful, accurate and imaginative. We need to ensure pupils have sufficient scientific knowledge to understand both the uses and implications of science, today and in the future. Within lessons, we want pupils to develop the ability to pose questions, investigate these using correct techniques, accurately record their findings using appropriate scientific language and analyse their results. It is important to make pupils aware of the links between science and other subjects, as well as their lives more generally.
Implementation
Children need to be given opportunities to learn from one another and to take part in group/ partner work when appropriate but to also have the confidence to work independently when needed. We have clear and comprehensive progression document which is in line with the National Curriculum that helps teachers to plan for progression across all key stages within the strands of Science. During lessons, pupils are taught to understand and use correct scientific vocabulary based on the objectives and skills being taught. Investigations are at the core of our science teaching and learning. Our lessons will allow for a wide range of scientific enquiry, including the following:
- Pattern seeking/survey
- Observation over time
- Classifying and grouping
- Undertaking comparative and fair testing
- Researching using secondary sources
Impact
The impact of our Science curriculum is that our learners develop a sense of excitement and curiosity and provide them with the necessary skills and knowledge to become young scientists. Throughout the school, there is a clear progression of children’s work and teachers’ expectations resulting in:
- Most children achieving age related expectations in Science at the end of their cohort year.
- Children being encouraged to question ideas and reflect on knowledge.
- Children working collaboratively and practically to investigate and experiment.
- Children gaining confidence in explaining the process they have taken and being able to reason scientifically
- Children becoming increasingly independent in science, selecting their own tools and materials, completing investigations and choosing their own strategies for recording.
White Rose Science teaches practical approaches to science in an engaging and logical way. This scheme of learning provides full coverage of the national curriculum for science and also cover scientific questions around sustainability and the planet, and help children develop an empathy for the local and wider environment.
Curriculum Mapping and Working Scientifically Skills (Year 1-6)
Assessing in Science
Children to complete an end of block assessment after each unit of work has been completed. These are then glued into the children’s books. Teachers then complete an Excel spreadsheet (in the links below) using the data collected from the end of block assessment and from formative assessment throughout the unit of work. The spreadsheet is split into two sections: knowledge and skills. The knowledge section is for each unit and the skills applies to the scientific skills that the children should be using continuously throughout the year. Under the knowledge section for each unit, teachers place the names of any pupils who have NOT demonstrated the level of knowledge required to be classed as EXS for that particular unit of work. However, underneath that, there is a section for top scientists. These are children who HAVE excelled throughout that particular unit of work. This section is for a maximum of five children. For the skills section, if any children have NOT demonstrated these skills regularly to be classed as EXS, then their names will also go under any particular skill that has not been demonstrated thoroughly throughout the year or at all. Again, for each skill, there is a top scientist section where you can place up to five names of children who HAVE excelled in demonstrating a particular scientific skill.
2024-25 KS1 Y1 Science Assessment Grid-Year A
2024-25 KS1 Y2 Science Assessment Grid-Year A
2024-25 LKS2 Y3 Science Assessment Grid-Year A
2024-25 LKS2 Y4 Science Assessment Grid-Year A