Science

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 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 our children have many opportunities to work scientifically; embedding and developing their skills throughout their time in school. Meeting the key learning objectives is at the centre of all of our teaching and learning. Therefore, lessons are carefully planned in a progressive format to build on prior knowledge and experiences, with a clear progression of skills and knowledge. Common misconceptions are investigated with children and key, scientific vocabulary is taught and reviewed throughout a unit of work. The effective use of knowledge organisers and classroom displays helps support and enrich learning.

At the start of each topic, opportunities 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, a game or the production of a diagram, model or picture. Staff closely monitor groups of pupils at the end of each lesson and adapt planning accordingly. 

Enhancement opportunities are provided through additional 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.

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
• Learning walks
• Book Scrutiny
• Pupil discussions and feedback
• Planning analysis

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

INCLUSION

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
• scaffolding learning to ensure all pupils are successful
• 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