Science – subject information

Intent

Our science curriculum aims to enthuse and intrigue the next generation of scientists and engineers. Children’s natural curiosity is fostered and enriched; we recognise the place science has in everyday life and its importance in terms of our world both now and in the future. Science gives children the opportunity to gain an increasing knowledge and understanding of their world as well as developing those skills essential to scientific enquiry. Children are encouraged to gain a healthy respect for living organisms, and the physical and Earth sciences around them.

Science at Brough School gives children the opportunity to follow carefully planned lines of inquiry and build on carefully sequenced lessons of learning throughout their time in school. Knowledge acquisition and the learning of scientific skills is progressive, ensuring a strong understanding based on prior learning. New learning in all areas, such as Animals Including Humans, builds from this strong foundation of prior knowledge.

Our science curriculum aims to bring in essential skills from other subjects such as art, where children are taught to make increasingly accurate observations using drawing and sketching skills. Science also allows for the application of mathematics skills across the curriculum as well as the development of different genres of writing, thus equipping children to be effective scientists with the necessary skills of observation, data analysis and the ability to plan, write and evaluate the investigation process.

Aims

The national curriculum for science aims to ensure that all pupils:

  1. develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  2. develop an 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
  3. children are equipped with the scientific knowledge required to understand the uses and implications of science, today and in the future.

Implementation

In order to ensure high standards of learning and teaching in science we implement a curriculum which is engaging and thought-provoking, giving children the time to satisfy their curiosity and develop the skills they need to become scientists in the 21st century. Our provision is carefully planned and progressively developed with links across the wider curriculum.

The long-term plan maps out how science is taught across the school, identifying what scientific knowledge and skills are taught at each stage across the school. The plan is written by the subject leader in consultation with the phase leaders and other members of the teaching staff. Science is taught as discrete lessons where needed, in order to ensure the required knowledge is gained but also as part of a series of work linked to topics being studied so that children understand the interconnection of all living things and all sciences. The subject leader provides a medium-term plan for all learning, ensuring the necessary skills and knowledge are covered, before teacher’s complete their own short-term planning.

All aspects of our science curriculum are used to prepare children for life in an increasingly scientific and technological world, so that all children are as well prepared as possible. Science is taught with the expectation that all children are capable of achieving high standards in science and that all children are naturally curious scientists, in training.

Impact

At Brough Primary School we want every child to leave us in Year 6 having developed a deep appreciation for their world and a lifelong love of the sciences, regardless of whether they follow science as a career in later life or not. We want them to have experienced the awe and wonder associated with living things in their environment and we want them to have understood the physics, chemistry and biology that has been taught. This is measured through the inspired way in which children talk about the sciences and in the deep respect they show for their immediate environment and the wider world.

We want our children to really appreciate scientists and the impact (both positive and negative) their knowledge and inventions have had on our world.

Children will meet or exceed the expected standards in working scientifically and the areas of study covered between EYFS and Year 6. Children will retain the knowledge they have been taught, being able to use their knowledge to give reasonable explanations about, for example, how forces are involved in keeping a ship afloat. By Year 6, children will be able to plan an investigation independently using the language of investigation such as: independent, dependent and control variables, and recognising the relationships between them.

We measure the impact of our curriculum by: –

  • Discussing scientific knowledge with the children, gauging their understanding and retention.

  • Discussing the investigation process with children, ensuring the appropriate development of investigation language and processes.
  • Assessing how much children have learnt through each topic covered, by giving them a more formal assessment task.

Pupil comments

  • Dry Ice Volcanoes – We definitely enjoyed making the volcano explode. The best bit was adding the dry ice and watching it change to a gas. (Year 5)

  • Irreversible Change – It was interesting watching the materials burn and knowing that burning is irreversible. (Year 5)

  • Pushes and pulls – It was quite interesting to work with what we had. It was fun to work together using pushes and pulls to make different shapes. (Year 4)

  • Food Diary – It helped us recognise what we ate and how we could have really healthy meals. (Year 4)

  • Materials and Properties – I liked making a bridge in materials because you have fun, worked as a team, and you got to do crafting, and I love crafting. (Year 2)

Further information

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

OFSTED comments

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

OFSTED comments

‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

OFSTED comments

‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

OFSTED comments

‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

OFSTED comments

‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

OFSTED comments

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

OFSTED comments

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

OFSTED comments

‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

OFSTED comments

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

OFSTED comments

‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

OFSTED comments

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

OFSTED comments

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

OFSTED comments

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

OFSTED comments

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

OFSTED comments

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

OFSTED comments

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

OFSTED comments

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

OFSTED comments