A curriculum designed for Lyme Community Primary School
SCIENCE – CURRICULUM INTENT
Purpose of study
At Lyme Community Primary School, we endeavour to make science an enjoyable, stimulating and valuable experience. As children progress through our school, they are given opportunities to learn in a variety of ways. We provide plenty of opportunities to explore, problem solve and reason within lessons.
Science, at Lyme, is a fun and exciting subject which engages and challenges all pupils. It is taught every half term within lessons and often the subject of ‘stand-alone’ Science weeks were children can delve deeper into topics and explore further. Our lessons and activities link closely to the 5 lines of enquiry: observing over time – observe or measure how one variable changes; identifying and classifying – pick out features or tests that help them to distinguish between different things; pattern seeking – observing and recording phenomena, carrying out surveys and identifying relationships between data; research – using secondary resources to find evidence to answer questions; fair testing – identifying the effect of changing one variable whilst keeping the others the same. We use ASE (Association for Science Education) planning matrices which ensure coverage of key learning and key vocabulary, a depth of learning appropriate for each year group and suggestions for possible investigations and activities. In addition, we supplement our curriculum with other resources such as Outstanding Science, TIGTAG and Explorify.
Pupils in Early Years focus on the exploration side of Science and are taught to be curious about natural phenomena and to be excited by the process of understanding the world around them. Science (in accordance with the new curriculum) will now be taught more explicitly in Early years – through non-fiction and fiction books in Nursery and through a focused input in Reception. There is also an emphasis on independence and self-initiated learning, which enables foundation stage children to freely explore resources and pursue their own creative interests and talents. To deepen learning, children are encouraged to talk about their choices and to evaluate and make changes accordingly. All children in EYFS will participate in weekly seasonal Forest Schools sessions linked to the Understanding of the World curriculum.
In KS1, we begin to introduce key scientific vocabulary and scientific concepts. Pupils will be encouraged to work scientifically and will able to carry out simple tests and experiments using equipment and to gather and record data.
In KS2, we continue and build on the key scientific vocabulary. In LKS2 new scientific concepts and topics are introduced such as rocks, sound, light, forces and magnets. We attempt to consider the effectiveness of these concepts on everyday life and within the wider world. As the children reach UKS2, the emphasis on outcome and reasoning become much more significant. Children are encouraged to explain their thinking and give detailed predictions and evaluations. Some of the topics can become quite challenging such as Evolution which allows teachers to stretch and deepen learning as well as challenge previous ideas.
At Lyme, Science is often used in conjunction with other subjects drawing on disciplines such as design technology, engineering, mathematics, computing, writing, reading and art to develop more meaningful learning experiences.
Assessment and Curriculum Planning
Here at Lyme Community Primary School we believe children should be taught to evaluate their science work, using this as a platform from which to develop their knowledge and skill. In Early Years, children are assessed against the EYFS age related criteria within the strand of knowledge and understanding of the world.
At KS1 & 2 we use the National Curriculum charted through ASE objective statements to monitor individual pupil progress against the key stage expectations and record these on SIMS. Children are assessed through TAPS assessment lessons as well as baseline and end of unit assessments such as ‘flatchat’ linking to the ASE objective statements. By consistently reviewing children’s work, teachers can monitor which pupils are working towards their age-related expectations and who may be exceeding these goals. This information is then used to inform curriculum planning outlining how additional support or challenge can be provided to meet the needs of our pupils.