Intent- Science at Parkfield

Recent research used to inform practice: The Science Subject Leader Report (2023) Finding the optimum, states: Science drives innovation, creating new knowledge to help us solve current and future problems. All young people are entitled to a high-quality science education, to the curiosity it engenders and the understanding and the opportunity it brings. All truths are easy to understand once they are discovered; the point is to discover them. (Galileo Galilei) The National curriculum states that “Science has changed our lives and is vital to the world’s future prosperity and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.” Science is a core subject and therefore provision should be equally as strong and frequent as literacy and maths (Ofsted, 2019) There is currently an attainment gap in science at every stage: it is apparent at the end of KS1 and gets wider through primary and secondary education with the gap growing particularly between the ages of 5-7. The strongest factor affecting pupils science learning is their literacy skills – particularly ability to understand spoken vocabulary. There is strong evidence to suggest that the ability to reason scientifically – i.e. by having sound “working scientifically skills” – is a strong predictor of success in science. Pupils should therefore have ample opportunity to design and carry out their own experiments and investigations (EEF, 2019).

We recognise the importance of science in every aspect of daily life. Children are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena, with the ultimate goal of developing an enthusiasm and enjoyment of scientific learning and discovery. We want to increase pupils’ knowledge and understanding of our world, and with developing skills associated with science as a process of enquiry. Our aim is to cultivate the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence. We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences. We aim for the children to develop their ideas and ways of working that will enable them to make sense of the world around them through practical investigations, exploring our locality, visits from outdoor agencies (e.g. Space Dome, Sue Goodland, dental nurse, Richard Huish) and by planning their own investigations and experiments.

Implementation

Our science programme of study begins in EYFS. The EYFS framework is structured very differently to the National Curriculum as it is organised across seven areas of learning rather than subject areas.  The most relevant Early Years outcomes for science are taken from Physical Development, Understanding the World and Expressive Arts and Design, where children work towards their Early Learning Goal, which is the prerequisite skills for science within the National Curriculum.  There is a strong focus on the characteristics of effective learning which includes Playing and Exploring, Active Learning and Creating and Thinking Critically. Children are encouraged to be interested in and describe the texture of things; to eat a healthy range of foodstuffs and understand a need for variety in food; to show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health; to look closely at similarities, differences, patterns and change; to know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe; to know about similarities and differences in relation to places, objects, materials and living things and to talk about the features of their own immediate environment and how environments might vary from one another.

Our science curriculum in Key Stage 1 and 2 fundamentally covers the statutory learning objectives outlined in the Primary National Curriculum, which is progressive in nature. We recognise that knowledge and skills are linked, where each year group’s learning objectives and vocabulary build upon the previous year group’s coverage; our main aim being to ensure the building blocks of knowledge and skills are in place to underpin further learning. We endeavour to try and create as many cross curricular links as possible to ensure the children can make meaningful links between subjects, but without losing the integrity of science as a standalone subject. We plan science schemes of work, where they are taught as either weekly lessons, or as a unit block by the class teacher. This is a strategy to enable the classroom to be a ‘science lab’ if it suits this approach, where children can be fully immersed in ‘working scientifically’. 

In all year groups, teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning, workshops with experts and trips. We value first-hand practical experiences and use of appropriate secondary sources, such as books, photographs and videos to support the teaching and learning of science.  Most science work is recorded in a class floor book - this is to showcase children’s understanding and discussion.  We value the importance of using and applying both English, maths and oracy skills in science, where we give the children opportunities to write up science experiments, investigations and reports when appropriate.  At Parkfield, we champion the idea that as scientists we need to recognise that scientific ideas can change and develop over time.

How do we assess?

Assessment takes many forms, which includes both formative and summative assessments. Teachers use precise questioning in class to test conceptual knowledge and skills. Teachers begin each lesson with a ‘what do we remember from our last lesson?’ – which may take the form of oral cumulative quizzes. ‘TAPS’ assessments for each unit of work, which will be recorded in a Science Floor Book. This floor book will be passed on to the following teacher as a ‘working’ book of their science knowledge and understanding.  Summative assessments include end of block tests and children’s extended writing opportunities also provide a form of summative assessment of knowledge and understanding of a specific element of the unit they’re learning. 

Developing Cultural Capital

In the EYFS Baseline information collected in the EYFS shows that some of the children have poor vocabulary skills and haven’t often been exposed to rich science learning environments. In EYFS we use our outdoor learning environment to support children’s scientific language development, curiosity and early scientific enquiry. This includes our Secret Garden, where children are encouraged to look out for changes in seasons, animals and plants common to our locality. Outside visitors are invited into the school to provide enrichment, which includes the EYFS Dinosaur Workshop and The Space Dome. In Key Stage 1, children visit Axe Valley Wildlife Park, visited Carymoor for Living Things and their Habitats and a dental nurse visited. In lower key stage two, Richard Huish deliver a rocks workshop, discover the Space Dome and have a visitor for electricity. In Upper Key Stage 2, Year 5 visit Wessex Water to learn about rivers and the water cycle and Year 6 discover the Space Dome, visit Hinkley Point.

We have an annual STEM week, where the subject leaders plan a week to showcase children’s talents and skills related to the curriculum. We are extremely lucky to have visitors who come in and inspire the children through performances, assemblies and workshops. 

Impact

By the end of their time at Parkfield, as scientists, the children will be:

• Successful learners who develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
• Confident individuals who develop 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.
• Responsible citizens who are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.