Science Progression Documents
Intent
At St William’s we aim to provide a broad, balanced and differentiated science curriculum; ensuring the progressive development of knowledge, skills and vocabulary and for the children to develop a love of science. We will do this through hands on learning, in practical experimentation and developing an investigation rich curriculum. By making cross-curricular links we will enable children to put knowledge, skills and understanding into a meaningful context. We aim to encourage, inspire and sustain the children’s curiosity for the world around them that will stay with them for the rest of their lives.
Our curriculum intent is underpinned by:
High Expectations – All children are expected to achieve relevant to their starting points.
Knowledge – Children will be taught a broad science curriculum and be introduced to a range of scientists and their theories across all disciplines of science
Skills –Children have regular opportunities to ask and answer questions, through scientific experimentation.
Vocabulary – Accurate scientific vocabulary will be used, and high standards of scientific discussion are encouraged.
Implementation
- Two Year Rolling Programme – Our school curriculum is designed so children remaining in the same class do not repeat the same year’s curriculum twice. Topics are revisited in later years, to deepen and strengthen understanding
- Enrichment Opportunities – Opportunities outside of the curriculum are offered to develop scientific thinking. These could be after school clubs, or clubs within school time, that are opted into by pupils. For example: nature club or gardening.
- Staff CPD – Staff attend regular CPD courses and feedback to school to ensure our science curriculum is relevant and current.
- Resources and Equipment – We endeavour to provide and inquiry and experiment led curriculum, therefore we have a centralised resource room. Resources are regularly checked and replenished.
- Visitors t0 School – External visitors that enhance learning are invited to school to share their knowledge and expertise through practical sessions or talks. STEM visitors are often invited to school to enhance science but also to inspire pupils to consider the prospects of careers in science.
- Cross Curricular – Maths and ICT skills are regularly used in science to measure accurately and present data. Science topics can also be used as a literacy driver for example books that support a science topic could be read (e.g. Pig Heart Boy in Class 5 when studying blood and transportation).
- Formative and Summative Assessment – Children’s prior knowledge of a topic is assessed and plans are made to reflect this. Lessons are differentiated to ensure progress is made by all.
- External Trips – Where it will support a topic, external trips are organised. The life centre regularly holds relevant workshops which classes may attend. And when learning about seasonal changes younger years classes visit local parks and nature reserves.
Impact
- Pupil Voice – Discussions and surveys of the pupils show a love of science across the school. Children enjoy the opportunity to explore concepts through practical experimentation. They are able to recall many memorable science lessons and trips. Our pupils take a keen interest in science, with the environment and sustainability being a keen interest of many.
- Monitoring – Book scrutinies are carried out termly to ensure high standards of teaching and learning across the school. This is also to moderate year groups where the year may be split over 2 classes. Where applicable books are also taken to external moderation within and beyond our academy trust, allowing standards to be moderated widely.
- Assessment – Children are assessed by teachers to be in line with, above or below national standards for their age (this judgement is informed by internal and external moderation). They are assessed on their understanding of knowledge and application of the content of the national curriculum. Pre and post topic tasks are used termly as a way of assessing progress and attainment.