Science
"It seems to me that the natural world is the greatest source of excitement; the greatest source of visual beauty; the greatest
source of intellectual interest. It is the greatest source of so much in life that makes life worth living.”
Sir David Attenborough
At Crowton, we will ensure our children become scientists by making sure they meet the National Curriculum expectations to:
- 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
We recognise the importance of Science in assisting children with their understanding of the world around them. Our vision is to give children a curriculum which enables them to explore and discover, so that they have a deeper understanding of the world in which we live. To achieve this, it involves exciting lessons and learning that encourages curiosity and questioning.
Our carefully planned and progressive science curriculum is designed with the target of all children becoming scientists. In most lessons, there will be a balance of knowledge (sticky knowledge), vocabulary and scientific skills such as identifying and classifying. Mixed-age classes allow for a more personalised approach to learning and teaching, meeting the needs of all the children more effectively, supporting the less able and stretching the more able appropriately.
Science at Crowton links with our Christian ethos and focuses on the importance of stewardship and building knowledge of human impact and responsibility of our environment and world.
Intent
Our intent is to give every child a broad and balanced Science curriculum which enables them to confidently explore and discover what is around them, so that they have a deeper understanding of the world we live in. We want our children to love science. We want them to have no limits to what their ambitions are and grow up wanting to be astronauts, forensic scientists, toxicologists or microbiologists.
To achieve this, it involves exciting, practical hands-on experiences that encourage curiosity and questioning. Our aim is that these stimulating and challenging experiences help every child secure and extend their scientific knowledge and vocabulary, as well as promoting a love and thirst for learning
We want our children to remember their science lessons in our school, to cherish these memories and embrace the scientific opportunities they are presented with!
At Crowton, we are studying CUSP science. Through this, pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of the rich substantive and disciplinary knowledge.
1. Substantive knowledge- this is the subject knowledge and explicit vocabulary used to learn about the content. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content. In CUSP science, an extensive and connected knowledge base is constructed so that pupils can use these foundations and integrate it with what they already know. Misconceptions are challenged carefully and in the context of the substantive and disciplinary knowledge. In CUSP Science, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position that new knowledge.
2. Disciplinary knowledge– this is knowing how to collect, use, interpret, understand and evaluate the evidence from scientific processes. This is taught.
Scientific analysisis developed through IPROF criteria. We call it ‘Thinking Scientifically.’
identifying and classifying
pattern seeking
research
observing over time
fair and comparative testing
Implementation
Our science curriculum is built around the principles of cumulative knowledge. The effect of this cumulative model supports opportunities for children to associate and connect with significant periods of time, people, places and events. They connect where new learning fits in with prior learning. New vocabulary and knowledge are explained. Staff share example, classes attempt work together before children apply independently. Then new learning is challenged further.
CUSP Science has sequenced the national curriculum into meaningful and connected ‘chunks’ of content to reduce the load on the working memory, addressing common misconceptions and placing importance on subject content as well as the context it is taught in. We also value the study of scientists from the past as well as promoting diverse present-day role models in the field.
Key Stage One (Y1/Y2)
Pupils study the Seasons and develop an early conceptual understanding of how day becomes night. An understanding of change over time connects to the study of Plants, including trees. This focus enables children to associate trees as belonging to the plant kingdom and notice the changes deciduous trees go through connected to the seasons.
Contrasting that study, pupils learn about Animals, including humans. Non-examples of plants are used to contrast the features of an animal.
Pupils are introduced to identifying and classifying materials. Scientific terms, such as transparent, translucent and opaque are taught explicitly through vocabulary instruction and pupils make further sense by applying it to what they know and then to working and thinking scientifically tasks. This substantive knowledge is enriched by pupils’ use of disciplinary knowledge through scientific enquiry.
Within the study of Living things and their habitats and Uses of everyday materials new substantive knowledge is constructed and made sense of through Working and Thinking scientifically tasks.
Lower Key Stage Two (Y3/4)
The unit on Rocks is studied and connected with prior knowledge from ‘Everyday materials’ in KS1. A study of Animals, including humans is built upon from KS1 and contrasts the physical features with the functions they perform, including the skeleton and muscles. Rocks is revisited again to sophisticate and deepen pupils’ knowledge, advancing their understanding.
Forces and magnets are introduced and connect with KS1 materials, including twisting, bending and squashing. Contact and non-contact forces are taught and understanding applied through Working and Thinking Scientifically.
The abstract concept of Light is made concrete through knowing about light sources and shadows.
Plants are studied to develop a more sophisticated understanding of their parts and functions, including pollination.
A study of Living things and their habitats pays close attention to classification and is directly taught using prior knowledge to ensure conceptual frameworks are secure. Animals, plants and environments are connected in this study with a summary focusing on positive and negative change.
Electricity is introduced and pupils acquire understanding about electrical sources, safety and components of a single loop circuit.
Animals, including humans focuses on the sequence of digestion, from the mouth to excretion.
States of matter and Sound are taught using knowledge of the particle theory. Practical scientific tasks and tests help pupils build a coherent understanding of the particle theory by applying what they know through structured scientific enquiry.
Upper Key Stage Two (Y5/Y6)
Pupils reuse and draw upon their understanding of states of matter in the study of Properties and changes of materials. Change is also studied within Animals, including humans, focusing on growth and development of humans and animals.
Earth in Space develops the conceptual understanding of our place in the universe.
A study of Forces sophisticates the substantive knowledge acquired in KS1 and LKS2. Enhancing this study of Forces, pupils learn about Galileo Galilei 1564 - 1642 (considered the father of modern science).
Living things and their habitats focuses on differences in life cycles of living things and how they reproduce. This study also contrasts previous scientific thinking. A further study of Living things and their habitats enables pupils in UKS2 to revisit and add to their understanding of classification through the taxonomy created by Carl Linnaeus. More complex animals are studied.
Light is revisited and taught with advanced substantive knowledge. This is physics study with a focus on the properties of light, not the biology of the eye.
Dual coded knowledge organisers contain core information for children to easily access and use as a point of reference and as a means of retrieval practise. Events such as Science Week or project days, STEM sessions or science blocked learning allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge/skills
Impact
We want all of our pupils to develop a love of learning and enquiry; to plan, to question, to think critically and to evaluate and reflect. We want them to appreciate that learning and understanding comes when we demonstrate critical thinking, resilience, endeavour and perseverance. We want children to understand the impact their actions have on the natural world and how working scientifically can solve the climate crisis.
The impact of this curriculum design will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Crowton reaching at least age-related expectations for Science. Our Science curriculum will also lead pupils to be enthusiastic learners, evidenced in a range of ways, including pupil voice and their work.
How do we know what the children have learned?
- Questioning
- Pupil Book Study talking about learning with the children
- Talking to teachers
- Quizzing and retrieval practise
- Feedback and marking
- Progress in book matches the curriculum intent
After each science unit, teachers will assess the children’s retention of the knowledge they have gained and how their working scientifically skills have developed. By comparing pre and post learning questions and using open ended questions that require children to connect and explain their learning, through the disciplinary and substantive concepts, which are the focus of that particular science study.
The science leader will continually monitor the impact of science throughout the school in order to ensure progress of knowledge and skills is being taught.
In addition, the science leader will continue to access CPD in order to identify new activities and learning opportunities that will keep the subject fresh, exciting and relevant for an ever-changing world.
Science: EYFS
The Early Years Foundation Stage Curriculum supports children’s understanding of Science through the planning and teaching of ‘Understanding the World.’ Children find out about objects, materials and living things using all of their senses looking at similarities, differences, patterns and change.
Both the environment and skilled practitioners foster curiosity and encourage explorative play, children are motivated to ask questions about why things happen and how things work. Our children are encouraged to use their natural environment around them to explore. Children enjoy spending time outdoors exploring mini-beasts and their habitats, observing the changing seasons, plants and animals.