- To deliver the science National Curriculum, which identifies three key areas: knowledge and understanding, working scientifically and the application of science.
To ensure pupils have sufficient scientific knowledge to understand both the uses and applications of science, today and in the future
To become familiar with the achievements and work of famous scientists
To develop pupils’ ability to show curiosity, pose questions, investigate these using correct techniques, accurately record their findings using appropriate scientific language and analyse their results
To help pupils develop the skills of prediction, hypothesising, experimentation, investigation, observation, measurement, interpretation and communication
To make pupils aware of and alert to links between science and other school subjects, as well as their lives more generally
At Tregony School, science topics are taught in accordance with the National Curriculum.
- Topics are visited on a termly basis to allow children to focus on developing their knowledge and skills, studying each topic in depth.
- Every year group will build upon the learning from prior year groups therefore developing depth of understanding and progression of skills.
- Teachers promote enjoyment and foster interest of the scientific disciplines: biology, chemistry and physics.
- Children explore, question, predict, plan, carry out investigations and observations as well as conclude their findings.
- Children present their findings and learning using science specific language, observations and diagrams.
- In order to support children in their ability to ‘know more and remember more’, there are regular opportunities to review the learning that has taken place in previous topics as well as previous lessons.
- At the start of each topic, children will review previous learning and will have the opportunity to share what they already know.
- Children are given a knowledge organiser at the start of each topic, which details some key science curriculum statement information, dates and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and are used as a reference document.
- Effective use of education visits and visitors are planned, to enrich and enhance the pupil’s learning experiences within the science curriculum.
- Teachers use highly effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed.
- Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it.
- Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the science curriculum.
- Children are given clear success criteria in order to achieve the learning intention with differing elements of independence.
- Pupils are regularly given the opportunity for self or peer assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.
- Children will retain knowledge that is pertinent to science with a real life context
- Children will be able to question ideas and reflect on knowledge
- Children will work collaboratively and practically to investigate and experiment
- Children will be able to explain the process they have taken and be able to reason scientifically