Primary Intent for Science
Inclusive, Engaging, Progression: allowing children to explore, discover, question, and understand the world around them, as well as to be confident with scientific knowledge, vocabulary and understanding.
To design a curriculum subject with appropriate subject knowledge, skills and understanding so that children can achieve, and then exceed their potential to learn, understand and remember key scientific information and concepts.
Being an all-through school has enabled us to create a bespoke programme that builds on skills and knowledge across the whole school. We are able to offer children the opportunity to experience science labs, as well as work with subject specialist teachers from Upper KS2.
At Gildredge House, our aim is to:
- Promote a high standard of excellence and consistency of approach amongst all staff.
- Ensure procedures for planning and assessment enable a broad and balanced curriculum that has continuity and progression.
- Provide students with scientific experiences that develop their understanding of themselves and the world in which they live.
- Provide opportunities for observing over time, pattern seeking, identifying, classifying and grouping, comparative and fair testing and researching using both primary and secondary sources.
- Ensure that as teachers we use a varied and appropriate range of strategies, to deliver an inclusive curriculum for students of all abilities and needs, including those with SEN and more able students.
- Set targets to encourage high achievement from all students, appropriate to their ability.
- Foster in students the confidence to apply their knowledge, skills and ideas in real life contexts both within and outside the classroom and become aware of the uses of science in the wider world.
- To develop the enquiry skills of predicting, asking questions, making inferences, concluding and evaluating based on evidence and understanding and use these skills in investigative work.
- To develop the ability of pupils to communicate their ideas using appropriate scientific vocabulary.
- To promote, model and encourage high order questioning.
- To encourage safe practice in all areas of science.
Implementation of Science at Gildredge House
- In the Foundation stage, teachers encourage students to question and explore the world around them, allowing them to begin appropriate scientific enquiry.
- In KS1, teachers create a positive learning environment that values scientific enquiry and curiosity for the world around them. Children are encouraged to ask their own questions, linked to their topic, and are given opportunities to use their scientific skills and research to discover the answers. This is often carried out through practical investigations and class discussions. Teachers introduce new vocabulary and challenging concepts through direct teaching. The use of precision questioning in class is used to test conceptual knowledge and skills. Teachers create engaging, accessible lessons, involving high quality resources to aid understanding of conceptual knowledge.
- In Lower KS2, children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. New vocabulary and challenging concepts are introduced through direct teaching. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils achieve.
- In Upper KS2, the same principles as Lower KS2 are applied, however children are taught by subject specialist science teachers. This not only allows children access to expert scientific thinking, but also deepens their understanding and aids their transition to KS3. Each unit of work identifies prior learning and shows how this is built upon. Teachers demonstrate how to use scientific equipment and the various working scientifically skills in order to embed scientific understanding.
Regular events, such as Saturday family gardening workshops, Science Week or project days, such as Pet Day, allow students to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.
For more information, please see the Intent, Implementation and Impact Statement document.