Intent

At Maltby Manor, we recognise the importance of science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of science the prominence it requires.

Through high quality teaching and learning we aim to increase pupils’ knowledge and understanding of the world around them. Science is delivered as a process of enquiry to develop children’s working scientifically skills. The science curriculum we deliver develops the natural curiosity of the child, encourages respect for living organisms and the physical environment and provides opportunities for the critical evaluation of evidence.

We endeavour to ensure that the science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.

Implementation

We believe science involves the acquisition of knowledge, concepts and skills that develop children’s positive attitudes of the world around them. Through the science programme of study, the children acquire and develop the key knowledge that they need and develop the application of scientific skills. We ensure that the working scientifically skills are built- on and developed from EYFS right through to Year 6 so children can apply these skills when using equipment, conducting experiments, building arguments and explaining concepts confidently.

We use science progression grids to ensure that prior knowledge, skills and vocabulary are built upon in subsequent year groups. Teachers then use these progression grids in order to map this into a long-term plan. Once this is done, teachers then plan at a more detailed level the sequencing of content to be taught across each unit. We build upon the learning and skills developed from the previous year groups. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence. In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school.

Teaching of Science in EYFS

Science is predominantly taught through the EYFS specific area of learning of ‘Understanding the World’ alongside the prime area of ‘Communication and Language;’ with the Characteristics of Effective Learning used as the scaffold for all learning opportunities and to suit the child’s specific style of learning. Teachers and Associate Professionals plan and deliver high quality focus group experiences that are first-hand; thus providing pupils with the opportunity to develop a solid understanding of scientific concepts and be able to talk about these confidently. The indoor and outdoor provision is planned with purposeful learning opportunities that allow children to develop their scientific understanding further and to consolidate scientific concepts that have been taught. Weekly visits to our Forest School provide our children with meaningful opportunities to use their senses to explore the world around them, helping them to become confident and independent learners. Children are encouraged to be creative and inquisitive as they participate in all their learning; with a question being posed by the adult to foster the curiosity and facilitate moments of awe and wonder. Pupils are encouraged to take part in exploratory play both individually and as part of a group and use oracy to discuss their learning.

Teaching of Science in KS1 and KS2

Science is planned through an ‘Inquiry based’ learning question linking to the learning journeys taught throughout the year; where this is not possible, explicit units of Science are taught ensuring full coverage of the statutory National Curriculum. Through the ‘Inquiry Based approach’ children experience real and meaningful scientific opportunities, where scientific knowledge, understanding and skills can be taught and positively impact on the children’s Science Capital.

Teachers recognise the importance of the learning environment in fostering a culture of inquiry, as well as ensuring the teaching of Science is as hands on as possible. Teachers create a positive attitude to Science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in Science.

Problem solving opportunities are provided to allow children to explore and investigate lines of inquiry. Children are encouraged to apply their oracy skills and ask their own questions and are given meaningful opportunities to use their scientific skills and research to discover the answers; fostering curiosity within the classroom. Lessons are practical and engaging, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills and assess children regularly to identify those children with gaps in learning, so that all children keep up.

Teachers use the Science progression document to ensure that prior knowledge, skills and vocabulary are built-on in subsequent year groups whilst ensuring that there is clear progression in the delivery of the Science Curriculum in the form of long-term planning.  This is then further planned at a more detailed level ensuring that there is a clear sequence and context to each learning journey being taught. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence. By ensuring high standards of teaching and learning in Science, we implement a curriculum that is progressive throughout all Key Stages.

Impact

We endeavour to ensure that the science curriculum we provide gives children the confidence and motivation to further develop their skills into the next stage of their education and life experiences. When the children leave Maltby Manor, they are independent, confident and inquisitive learners who are equipped with skills to help them answer scientific questions about the world around them.

In Science, we believe that children should be assessed on a regular basis in relation to their year group expectations. At Maltby Manor Academy Science is assessed across all three areas: Biology, Chemistry and Physics.  From Nursery to Year 6 science is assessed using the whole school assessment system ‘FFT’. Formative assessment is carried out weekly to record the children’s progress after each lesson. Summative assessment is then completed at the end of each unit so teachers can clearly see who is on track and who is working towards. Pupils are assessed through teacher judgement at the end of each unit that is taught. The assessments are against the key objectives for both the curriculum and working scientifically.  At the end of the year the teacher makes a final judgement against the entire year group curriculum to judge where the child is working.