Bincombe Valley Primary School

Science

At Bincombe, we recognise the importance of Science to develop a sense of excitement and curiosity about natural phenomena and an understanding of how the scientific community contributes to our past, present and future. Our curriculum is designed to support students to develop a complex knowledge of Biology, Chemistry and Physics, but also adopt a broad range of skills in working scientifically and beyond. The work is inclusive and meaningful, so all pupils may experience the joy of science and make associations between their science learning and their lives outside the classroom. Studying science allows children to appreciate how new knowledge and skills can be fundamental to solving arising global challenges.

We aim to inspire children to encourage critical thinking and empower pupils to question the hows and whys of the world around them.

The Golden Threads for Science are related to themes such as: 

  • Change
  • Pattern,
  • Relationship
  • Variation
  • Categorisation. 

Through our teaching, we will intertwine our school values (Bincombe Bees) to help them see the benefit of mutual respect and determination as well as providing them opportunities to take part in numerous practical experiments.  We celebrate the children’s achievements as a regular part of our weekly celebration assemblies to emphasise how we value their effort and performance. 

 

Intent- What does the Science curriculum intend to do?

Science is planned to ensure a strong focus on developing knowledge alongside scientific skills across Biology, Chemistry and Physics. Curiosity and excitement about familiar and unknown observations is implemented. We challenging misconceptions and demystifying truths as well as continue progression by building on practical and investigative skills across all units. Critical thinking is also encouraged with the ability to ask perceptive questions and explain and analyse evidence. We aim to support children in their development of scientific literacy using wide-ranging, specialist vocabulary.

 

Implementation – What will this look like in practice?

Across the school planned units are taught each half term. 

In order to meet the aims of the National curriculum for Science we have identified the following key strands:

  • Scientific knowledge and understanding of:

○ Biology - living organisms and vital processes

 ○ Chemistry - matter and its properties.

○ Physics - how the world we live in ‘works’.

  • Working scientifically - processes and methods of science to answer questions about the world around us.
  • Science in action - uses and implications of science in the past, present and for the future.

We use a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. A range of engaging recall activities promote frequent pupil reflection on prior learning, ensuring new learning is approached with confidence. The Science in action strand is interwoven throughout the scheme to make the concepts and skills relevant to pupils and inspiring for future application. Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Science skills to other areas of learning.

 

Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics and to show progression throughout the school we have grouped the National curriculum content into six key areas of science:

  • Plants Animals, including humans
  • Living things and habitats
  • Materials
  • Energy
  • Forces, Earth and space.

 

Pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant specialist vocabulary. The working scientifically skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. We try ad utilize practical activities that aid in the progression of individual skills and also provides opportunities for full investigations 

 

Each year group has an optional exploratory ‘Making connections’ unit that delves beyond the essential curriculum, assimilating prior knowledge and skills to evoke excitement and to provide an additional method of assessing scientific attainment. Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical, creative, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with different learning styles.

Early Years(Nursery) Science planning

Early Years (Reception) Science planning

Years 1 and 2 Science planning

Years 3 and 4 Science planning

Years 5 and 6 Science planning

 SEND support for pupils in Science

Impact -  What progress will children make?

Our children enjoy the Science lessons and the impact they have are constantly monitored through both formative and summative assessment opportunities. Each lesson teachers assess pupils against the learning objectives and any relevant scientific enquiry skills. Furthermore, each unit has a unit quiz and a knowledge and skills catcher, which are used at the beginning and/or end of the unit to provide a summative assessment. Opportunities for children to communicate using scientific vocabulary will also form part of the assessment process in each unit. Children are spoken to every half term to provide a pupil voice. This is where staff are able to speak to individual children and assess what they have be taught and what they remember about it.

After implementing Science throughout the school pupils should leave school equipped with the requisite skills and knowledge to succeed in key stage 3 Science. They will have the necessary tools to confidently and meaningfully question and explore the world around them as well as critically and analytically experiencing and observing phenomena. Pupils will understand the significance and impact of Science on society

 

The expected impact of Science at Bincombe is that children should:

  • Develop a body of foundational knowledge for the Biology topics in the National curriculum: Plants; Animals, Including Humans; Living Things and Their Habitats; Evolution and Inheritance.
  • Develop a body of foundational knowledge for the Chemistry topics in the National curriculum: Everyday Materials; Uses of Everyday Materials; Properties and Changes of Materials; States of Matter; Rocks.
  • Develop a body of foundational knowledge for the Physics topics in the National curriculum: Seasonal Changes; Forces and Magnets; Sound; Light; Electricity; Earth and Space.
  • Be able to evaluate and identify the methods that ‘real world’ scientists use to develop and answer scientific questions.
  • Identify and use equipment effectively to accurately gather, measure and record data.
  • Be able to display and convey data in a variety of ways, including graphs.
  • Analyse data in order to identify, classify, group, and find patterns.
  • Use evidence to formulate explanations and conclusions.
  • Demonstrate scientific literacy through presenting concepts and communicating ideas using scientific vocabulary.
  • Understand the importance of resilience and a growth mind-set, particularly in reference to scientific enquiry.
  • Meet the end of key stage expectations outlined in the National curriculum for Science.