We want our pupils to:
- Respect themselves, respect others, respect all property, and respect their community and the World around them.
- Have a positive attitude that encourages self-belief and confidence.
- Achieve high standards in all areas of the curriculum.
- Respond to challenges and seize new experiences whole–heartedly.
- Take an active lead in their own learning and development throughout their life.
- Develop the spirit of enquiry leading to life-long learning.
OUR VISION FOR THIS SUBJECT
Throughout their time at Cheswick Green, pupils will experience an inclusive Science Curriculum which meets the needs of all learners. They will be given opportunities to become confident Scientists who enjoy and are passionate about Science at school and in the wider world. The curriculum will strive to equip pupils for the next phase of their education and beyond. Our vision runs in line with national curriculum expectations.
The national curriculum for Science (2014) 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
SCIENCE CURRICULUM INTENT
At Cheswick green, we are Scientists! We want our children to love Science and have no limits to their ambitions! Our goal is for them to remember their Science lessons and confidently embrace the scientific opportunities given to them.
We aim to develop children’s excitement and curiosity about the world around them through a high quality, stimulating Science curriculum that challenges them to observe, analyse, question and test what they see and experience. These opportunities begin whilst they are in Early Years. Through the delivery of a play based curriculum, with the specific area titled ‘Understanding the World’, the children are immersed in opportunities to make sense of their world; discuss what they see and begin their exploratory journey into the physical world they live in. As our children progress through the school, we continue to prepare them as enquiry based learners who collaborate through investigation, research and evaluation.
We not only want to equip them with the minimum statutory requirements of the Science National Curriculum but prepare them for life in an increasingly scientific and technological world!
SCIENCE CURRICULUM IMPLEMENTATION
At Cheswick Green, we ensure that the ‘working scientifically’ skills are a curriculum focus developed throughout the children’s time at school. We follow the ‘Engaging Science’ scheme of work which is carefully planned in a spiral format to build on prior knowledge and experiences with a clear progression of skills and knowledge. This ensures a consistent approach to the teaching of Science across the school, and provides staff with the guidance and pace for teaching and learning. Whilst ‘Engaging Science’ acts as the foundation, staff use other supporting materials to ensure the needs of their pupils are met.
At the start of each topic, a ‘knowledge harvest’ opportunity to ascertain children’s previous knowledge and understanding is provided before extending and developing further. This may take the format of a quiz, a question and answer session or the production of a diagram, model or picture. At Cheswick Green, we actively encourage children to identify areas of interest and teachers then use this knowledge to tailor the curriculum to match the differing needs of the children. Staff closely monitor groups of pupils at the end of each lesson and adapt planning in order to plug gaps and move learning forward for all pupils. In some cases, targeted intervention takes place in order to close these gaps quickly and effectively.
For gifted and talented groups of children, there are opportunities to deepen their understanding through greater questioning and exploration. These pupils are actively encouraged to pose questions, hypothesise, test and record with greater independence.
Enhancement opportunities are provided through homework activities which are carefully planned for and delivered as both whole school or Year group projects. We actively take part in Science Week and other out of school incentives which we recognise enhance and stimulate our children’s young minds. Trips, workshops and Science experts also provide Cheswick Green children with chances for growth.
We encourage all pupils to use specific topic related vocabulary which is supported through the effective use of knowledge organisers and relevant classroom displays.
Through a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Science curriculum.
The subject leader is responsible for the continuous monitoring of the Science curriculum including the development of planning across year groups. The quality of provision is assessed through:
- Lesson observations
- Informal drop-ins
- Book Scrutiny
- Pupil discussions and feedback
- Planning analysis
- Learning walks.
Ongoing CPD is delivered to staff to ensure that Science subject knowledge and skills are up to date and continuously evolving. Best practice is shared between staff, along with regular sharing of books and ideas. Staff are also given opportunities to watch each other teach Science allowing staff to see what teaching and learning looks like in other year groups, and to support their own practice. The Science subject leader is given the opportunity to attend synergy meetings with other Science Coordinators where best practice is shared and CPD offered from a lead Science practitioner. Opportunities to attend CPD conferences are also available.
SCIENCE CURRICULUM IMPACT
Primarily, the impact of our high-quality Science Curriculum will ensure our children leave Cheswick Green as enthusiastic Science learners who understand science has changed our lives, and that it is vital to the world’s future prosperity. It will empower them to understand that they have the capability to change the world!
Further outcomes as a result of our provision in Science:
- An inclusive curriculum which meets the needs of all learners
- Pupils who are willing to take risks and tackle problems with increasing independence
- A curriculum which equips pupils for the next phase of their education and beyond
- Pupils who use Scientific language with confidence and accuracy
- Staff who are enthusiastic in their approach to teaching and learning in Science
EQUAL OPPORTUNITIES IN
Where children have a physical disability or have SEN, we aim to provide resources and learning experiences that will support their learning in science. We do this by setting suitable learning challenges, responding to each child’s different needs and providing learning opportunities that enable all pupils to make progress.
Activities should be carefully planned by the class teacher and be differentiated where appropriate for children with SEN and equally the more able and Gifted and Talented children. All resources/materials have been reviewed with equal opportunities in mind, e.g. race, gender, ethnicity. Learning experiences in science will be available to every child, regardless of race, gender, class or ability. Pupils will be encouraged to value social and cultural diversity through science explorations.
Inclusion is about every child having educational needs, that every child is special and the School is meeting these diverse needs in order to ensure the active participation and progress of all children in their learning.
Inclusive practice in Science should enable all children to achieve their best possible standard; whatever their ability, and irrespective of gender, ethnic, social or cultural background, home language or any other aspect that could affect their participation in, or progress in their learning.
We recognise that in all classes, children have a wide range of scientific ability, and so we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways:
- setting tasks which are open-ended and can have a variety of responses
- setting tasks of increasing difficulty
- grouping children by ability and setting different tasks for each group
- grouping children in mixed ability groups
- providing resources of different complexity, depending on the ability of the child
- using classroom assistants to support the work of individuals or groups of children: recognising that some children may have a low awareness of danger