Curriculum Intent

We teach children that Science is the study of learning about the natural world through observation and experimentation.

We teach children that a scientist:

• Identifies and classifies phenomena
• Uses research skills to find out facts and information
• Asks questions and gathers data
• Makes hypotheses and tests them
• Uses evidence to explain what is happening to the natural world

At Sutton Bonington, we believe that a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all of our pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

We aim to achieve this by developing the scientific knowledge and conceptual understanding of our children through the specific disciplines of biology, chemistry and physics. We also aim to develop the children’s understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them. Furthermore, we work to ensure that our children are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Our curriculum intent is in line with that of the National Curriculum for Science.

Curriculum Implementation

At Sutton Bonington Primary School, we follow the ARK Science Scheme of Work. Children take part in one Science lesson weekly covering five Science units across the academic year. These units are taught within a half term other than an in-depth study in Spring term which lasts the term, in line with our school Science coverage document. Most units contain approximately five lessons other than the Spring in-depth study containing 10 lessons.

Children’s written work and photographs are recorded in their Science books. Each piece of work is dated and includes a learning objective in the form ‘to know…’ or ‘to know how…’

Within the Early Years Curriculum, children in Reception experience Science curriculum through the ‘Understanding the World’ early learning goal.

The Science projects are sequenced to develop both children’s substantive and disciplinary knowledge as in line with school’s Science Skills and Knowledge progression document.

Adaptations for children with special educational needs and disabilities are made in line with our SEND Curriculum Adaptations document. These may include the use of additional scaffolding, explicit instruction, cognitive and metacognitive strategies, flexible groupings and use of specific resources or technology.

Where possible, opportunities for curriculum enrichment within Science are exploited. For example, children may receive visits from professionals who work within Science or visit places such as the local university or areas of Scientific significance. They may also take part in STEM based activities and competitions.

Opportunities for children’s spiritual, moral, social and cultural development through Science are also explored where appropriate. It is recognised that sometimes Science and spiritual ideas can sometimes be conflicting but in a modern society it is important to understand why these conflicts arise so we can respect the views of others. It is seen more often now that Science is able to stand alongside the spiritual beliefs of many. This is looked at from a neutral stand point within Science lessons. Children morally consider the impact of using certain materials and investigations on the environment while creative thinking and problem solving helps to improve our children’s self-confidence. Social responsibility is promoted through ensuring the safe use of equipment and following rules and procedures.

Curriculum Impact

By the end of Key Stage 2, we aim for our children to achieve their full potential in science and marvel at the awe and wonder of how science emulates throughout every aspect of our daily lives. We want the children to recall the rich learning experiences they have been provided with and know that each new taught concept provides a new, or builds on an existing, learning block. We want our children to think critically, ask questions and use their metacognitive learning skills. Our children know to persevere and embrace challenge and as a result, enjoy their success.

The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. All children will have a wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills. They will also demonstrate a richer vocabulary which will enable them to articulate their understanding of taught concepts. High aspirations will also be evident which will see children through to further study, work and a successful adult life.

We assess the impact of our curriculum through examining children’s work, talking with and questioning children as well as making observations and setting specific tasks. Teacher assessment is ongoing throughout the year with a formal summative assessment made and recorded at the end of the summer term.