‘The important thing is to never stop questioning.’ – Albert Einstein

Intent

At Fishtoft Academy, we aim to give Science the prominence in the curriculum it deserves. Our highly practical, enquiry-based Science syllabus seeks to:

  • Promote positive attitudes towards the learning of science
  • Further develop the innate sense of curiosity about both themselves and the world around them, present from birth in every child
  • Teach the knowledge content of the three sciences (biology, chemistry and physics) through an investigative approach which allows them to experience scientific discovery for themselves.
  • Teach scientific skills alongside knowledge objectives to enable learners to apply their knowledge in a range of contexts.
  • Ensure progression of scientific knowledge, skills and vocabulary across the academy
  • Ensure learners understand the uses and implications of science, today and for the future, by teaching Science within real-life contexts wherever possible.

Implementation

At Fishtoft Academy, we follow a bespoke rolling programme based on the National Curriculum for Science which allows our learners to develop their scientific knowledge and skills in a progressive way.

Science in EYFS

Throughout the Early Years, ‘Science’ learning has a strong emphasis on developing basic enquiry skills and high-quality observations, as set out in the development bands within Development Matters and early learning goals criteria for Understanding the World: The Natural World.

In Reception pupils will:

  • Explore the natural world around them
  • Describe what they see, hear and feel whilst outside.
  • Understand the effect of changing seasons on the natural world around them.

ELG: The Natural World

Children at the expected level of development will:

  • Explore the natural world around them, making observations and drawing pictures of animals and plants.
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

By the end of KS1 pupils will:

  • observe, explore and pose scientific questions about living things, materials and phenomena.
  • work collaboratively to collect evidence and simple data which help them to answer scientific questions.
  • evaluate their evidence
  • use a wide variety of resources and reference materials
  • find out about scientific ideas and key scientists
  • share their ideas using scientific language, drawings, charts and tables

By the end of KS2 pupils will:

  • learn about a wider range of living things, materials and phenomena
  • make links between ideas and explain things using models and theories
  • apply their knowledge and understanding of the scientific concepts to familiar phenomena, everyday things and personal health
  • think about the positive and negative effects of scientific and technological developments on the environment as well as in other contexts
  • carry out more systematic lines of scientific enquiry (including fair testing)
  • working independently and in small groups
  • use a wider range of scientific equipment
  • discuss their scientific discoveries with increasing complexity to a wider range of audiences, communicating with a greater range of scientific language, diagrams, charts and graphs, drawing upon other areas of the curriculum such as English, mathematics and design technology

Throughout all science sessions our teachers will endeavour to embed ‘Working scientifically’ skills within our learners by:

  • Modelling the use of a range of age-appropriate scientific equipment and vocabulary through direct teaching.
  • Encouraging learners to ask their own questions and be given opportunities to use their scientific skills and research to discover answers for themselves.
  • Using precise questioning in class to both assess and expand conceptual knowledge and skills.
  • Differentiating clearly when planning questioning, science experiment completion and the discussion of results and conclusions to cater for the wide range of needs within our mixed-age group classes.
  • Ensuring our learners are given opportunities to continually revisit and build upon the knowledge and skills developed in previous years; thereby enabling them to ‘know more to learn more’

Please click the link below to access our rolling programme for science: