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 term within our themed learning challenge questions and also as ‘stand-alone’ units of work. We take advantage of an annual Science week when 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.
In Early Years Science is a broad and exciting subject especially for children, who are naturally curious and have questioning minds. We therefore ensure that a wide range of experiences are available to our children in the early years so that they can begin to develop their scientific knowledge. We provide many opportunities for our youngest children to find things out for themselves by making observations, carrying out simple experiments and sharing their discoveries. Our F.S. staff provide children with opportunities for playing and exploring, active learning and creating and thinking critically. To deepen learning, children are encouraged to talk about their choices and to evaluate and make changes accordingly.
In KS1 & 2 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 KS1, we continue to introduce key scientific vocabulary and scientific concepts. Pupils are encouraged to work scientifically and to carry out simple tests and experiments using equipment and to gather and record data.
In KS2, we continue to teach 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, mathematics, computing, writing, reading and art to develop more meaningful learning experiences and enable children to apply their scientific knowledge and skills.
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 objective statements to monitor individual pupil progress against the key stage expectations. The system assesses pupil progress against age appropriate descriptors; this enables teachers to 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 in order to meet the needs of our pupils. This information is also used by teachers when reporting to parents.