At Blackpool, our main goal is to ensure that all pupils leave with an understanding of the world through the study of science. We want to ensure that through their science learning, pupils become active learners who ask questions and take responsibility for their own learning. We aim to make all learning memorable through developing their understanding of the nature, processes and methods of science through different types of scientific enquiry. We intend to inspire all children to develop a curiosity of the world around them and tailor our teaching and learning to suit their needs. We will be following a key-stage appropriate progressional programme of study, where biology, chemistry and physics will be taught discretely with cross-curricular links made where appropriate. Learning in science will provide the children with a wide range of exciting and challenging experiences and will be a key component in our ‘Communication and Connections’ Curriculum Driver where it will support pupils’ critical thinking and provide children with real life learning opportunities. It will also be a very important element in our ‘Life Long Skills’ Driver where pupils’ will be encouraged to work as part of a team; working collaboratively, showing a positive attitude and perseverance.
Aims in Science:
Children are introduced to early skills linked to the Early Years Outcomes and Early Learning Goals such as:
Knowing about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Key Stage 1
The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them.
Children will learn to work scientifically through their study of the following topics across their time in Key Stage 1 and linked to the National Curriculum objectives:
Plants; Animals, including humans; Everyday materials; Seasonal changes; and Living things and their habitats.
Lower Key Stage 2
The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.
Children will continue to learn to work scientifically through their study of the following topics during their time in Lower Key Stage 2 and linked to the National Curriculum objectives:
Plants; Animals, including humans; Rocks; Light; Forces and magnets; Living things and their habitats; States of matter; Sound; Electricity.
Upper Key Stage 2
Children will continue to learn to work scientifically through their study of the following topics during their time in Upper Key Stage 2 and linked to the National Curriculum objectives:
Animals, including humans; Light; Forces; Living things and their habitats; Electricity; Properties of materials; Earth and Space; Evolution
Pupils will be assessed throughout each unit of work on their science subject knowledge, skills and application, against National Curriculum age-related expectations highlighted in the aims above. Teaching and learning will use these objectives to form a 2 year rolling programme and ensure that knowledge and skills are embedded by the end of each Key Stage.
There are a range of ways that teachers will form an assessment judgement in Science. Please see the school Assessment and Feedback policies as well as the assessment methods below.
Each lesson will have an intended learning objective and teachers will make assessments of pupils to ascertain whether pupils have met, not met or partially met the objectives. These judgements will be made against a range of evidence including – written/printed evidence, teacher/pupil discussions, conferencing and self or peer reflections. Concept maps can be used to elicit initial information and build a bank of knowledge and learning as the topic progresses.
End of unit assessment projects, tasks or tests can be used to assess the acquisition of skills and knowledge at the end of each unit of work.
Teachers will decide if pupils have achieved the age-related level expected or if they have exceeded or need further support in the areas that have been taught. These assessments will also be used to inform the next units of teaching in the progressional planning and whether pupils have achieved the curricular goals for their stage of learning.