Science
Our Science Lead at Reculver School is Miss Woodruff.
Intent:
At Reculver, our intent for science is for all children:
- To curiously engage with scientific investigation and enquiry
- To ask questions and appreciate the impact of science on themselves and the world
- To explore and understand the world around them
- To become creative problem solvers through observation, investigation and experimentation
- To engage in hands-on opportunities that relate to their real-world experiences
Implementation:
Science teaching is guided by the Kent Science Scheme to ensure a continuous progression of skills from the EYFS focus on The Natural World right through to Evolution and Inheritance in Year 6. Many of the themes progress throughout the key stages, ensuring the knowledge and skills covered are suitable for the respective ages of the children. We are teaching the science themes alongside the Cornerstones Curriculum, with full coverage of all objectives ensured alongside enriching and engaging projects.
The equivalent of one science lesson per week must be taught each term. However, this may be completed as a block of lessons if this is more suitable. We expect science lessons to be taught by the class teacher due to the hands-on activities and the range of resources potentially required to engage and motivate the children. All children, regardless of ability, are able to participate in the learning.
EYFS
In Early Years, children engage in scientific activities through their study of The Natural World. These allow the children to make connections with the world around them and how it works through observation and real-life experience.
Key Stage 1
The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- Asking simple questions and recognising that they can be answered in different ways.
- Observing closely, using simple equipment.
- Performing simple tests.
- Identifying and classifying.
- Using their observations and ideas to suggest answers to questions.
- Gathering and recording data to help in answering questions.
These will be taught through the following topics:
- Plants.
- Animals including humans.
- Everyday materials.
- Seasonal changes (ongoing topic throughout the year).
- Living things and their habitats.
- Uses of everyday materials.
Lower Key Stage 2
The principal focus of science teaching in years 3 and 4 is to enable pupils to broaden their scientific view of the world around them. They should do this through:
- Setting up simple practical enquiries, comparative and fair tests.
- Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
- Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
- Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
- Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
- Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
- Identifying differences, similarities or changes related to simple scientific ideas and processes.
- Using straightforward scientific evidence to answer questions or to support their findings.
These will be taught through the following topics:
- Plants
- Animals including humans
- Everyday materials
- Rocks
- Light
- Forces and magnets
- Living things and their habitats
- Electricity
- Sound
- States of matter
Upper Key Stage 2
The principal focus of science teaching in years 5 and 6 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through:
- Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
- Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
- Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
- Using test results to make predictions to set up further comparative and fair tests.
- Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
- Identifying scientific evidence that has been used to support or refute ideas or arguments.
These will be taught through the following topics:
- Living things and their habitats
- Animals including humans
- Properties and changes of materials
- Earth and Space
- Forces
- Evolution and Inheritance
- Light
- Electricity
Teachers need to also read and apply the non-statutory guidance within the National Curriculum, to broaden the skills of the children within their class. Children will be involved in a variety of structured activities and in more open ended investigative work including:
- Activities to develop good observational skills.
- Practical activities using measuring instruments which will develop their ability to read scales accurately.
- Structured activities to develop understanding of a scientific concept and open ended investigations.
Progress is monitored by the Senior Leadership Team and Science Subject Leader through book looks to ensure consistency, progression, coverage and a balance between teacher led and practical activities and moderation amongst year groups.
Impact
The children at Reculver, including those with SEN, are confident scientists who can talk about the investigations that they have undertaken. Each year the children take part in British Science Week which generates huge excitement amongst the children as well as taking part in science-linked trips to further cement their understanding of the importance of science in the world around them. Children enjoy talking about science and show a good understanding of the concepts that they have learned.
Science Progression of Knowledge and Skills
