Aims

The national curriculum for science aims to ensure that all pupils:

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

Intent

At BHPS, we provide children with a challenging and engaging science curriculum, which goes above and beyond the requirements of the National Curriculum outlined above. We aim to foster a healthy curiosity about our universe, enabling children to understand how the world has developed and can be explained through the disciplines of physics, chemistry and biology. Children will acquire a growing body of conceptual knowledge which should be retained. In addition, we aim to develop their procedural knowledge by teaching them to work scientifically.

Throughout their study, the children will acquire and develop the conceptual and procedural knowledge that has been identified within each unit and across each year group. Conceptual knowledge is taught in sequences that builds on prior learning. Working scientifically is a golden thread that runs throughout the units and is, itself, carefully sequenced and matched, wherever possible, to the appropriate conceptual knowledge. We ensure that the procedural knowledge that enables them to work scientifically is taught and not just experienced.

Conceptual Knowledge

Referred to as scientific knowledge and conceptual understanding in the National Curriculum, this is knowledge of products of science: concepts, laws, theories and models.

In our Science Curriculum Depth Map, the progression of knowledge is taught in the context of Key Primary Themes and shows how it builds over time to develop pupils’ understanding in Biology, Chemistry and Physics.

Pupils will build their conceptual knowledge base by:

• Knowing more facts
• Giving further examples of the same concept
• Understand and use a wider range of vocabulary.
• Use models or concepts to describe their knowledge and understanding.
• Make and explain links across areas of science.

Over time, that knowledge will become organised and connected. Constant recall will help pupils to activate prior knowledge and encourage them to make connections between units.

Procedural Knowledge

Working scientifically specifies the understanding of the nature, processes and methods of science for each year group and is covered alongside each concept, never in isolation. Our curriculum specifies what procedural knowledge underpins working scientifically.

The National Curriculum states that working scientifically should be ‘embedded within the content of biology, chemistry and physics’ incorporating a range of scientific enquiries that look at the nature, processes and methods of science.

These types of procedural knowledge should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources.

Our Curriculum Depth Map aims to familiarise pupils with all these types of disciplinary knowledge so that by the end of Key stage 2 they are able to choose the most suitable enquiry type to answer questions.

Implementation

We motivate and enthuse pupils by creating deep links with other curriculum areas including maths, science, history, art and SMSC. Wherever possible, we use first-hand experiences and aim to provide a purposeful, engaging high-quality science education that provides pupils with the foundations for understanding the world. Much of science lends itself to outdoor learning and so we provide pupils with opportunities to experience this. Through various workshops, trips and interactions with experts, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity.

Our science curriculum is designed to allow children time to think, discuss, practise, explore and embed. This allows time for teaching, practice and repetition – both in a year group and across key stages. Curriculum coverage is sequenced carefully from EYFS to Year 6 which allows key primary themes, conceptual (substantive knowledge – knowing that) and procedural (disciplinary knowledge – knowing how) knowledge to be developed and revisited at a deeper level of learning. 

Lessons will be planned and a knowledge organiser provided for pupils, which outlines the area to be taught, how new knowledge and skills fit in with prior learning, ‘sticky’ knowledge they need to understand and key vocabulary they need to learn.  As we draw our pupils from a wide catchment, we are mindful that some of our children come from a scientific background (we have children whose parents have links with Nottingham University and the Queens Medical Centre) and already have some understanding of the specific disciplines of biology, chemistry and physics. These children are encouraged to study key primary themes in more depth and through supporting others, explaining their thinking and linking ideas rationally. Children who do not have this cultural capital are supported by the knowledge organisers and the revisiting of key knowledge.

Lessons seek to introduce new knowledge and concepts in small, logical steps, in line with cognitive load theory. Children’s knowledge will be built up gradually, making links, wherever possible, to previous knowledge and other areas of learning. We seek to further children’s ability to commit new learning to long term memory by assessing their retention and revisiting key knowledge. Potential misconceptions will be addressed through carefully selected lesson content and effective feedback.

Procedural knowledge will be taught and not just ‘experienced’ by carrying out practical work.

Maths and science naturally complement each other. Science generates data that can be collected, analysed and presented in various ways. When working scientifically, children are expected to search for patterns in the results they collect and to interpret evidence and draw conclusions. This provides lots of opportunities to use mathematical knowledge and skills in science lessons. By integrating maths with science, it is possible to take away some of the abstract nature of maths and make it more relevant and meaningful.

Impact

The impact of our science teaching can be constantly monitored through both formative and summative assessment opportunities, such as low-stakes tests/quizzes, rapid recall opportunities, varied activities. Opportunities for children to communicate using scientific vocabulary will also form part of the assessment process in each unit. Teaching Assessments in Primary Science (TAPS) is a focused Assessment approach embeds assessment within classroom primary science activities. The TAPS activity plans provide guidance for using the Focused Assessment approach to support progression in science skills. Pupil outcomes from each focused activity can be used formatively to consider next steps for the class or individual, and/or summatively to inform summaries for the next class teacher or for parents.

Pupils should leave BHPS 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 our science curriculum is that children will:

• Develop a body of foundational knowledge in Biology, Chemistry and Physics Component of Learning, as outlined in the National Curriculum.
• Be able to explain and remember the key (sticky) knowledge, using scientific vocabulary, during and at the end of each unit of study. This could be evidenced by work in books, low-stakes assessment activities or through pupil conversations.
• 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 mindset, particularly in reference to scientific enquiry.
• Meet the end of key stage expectations outlined in the National curriculum for science.
• Have high aspirations, which will see them through to further study, work and a successful adult life, particularly girls.
• Have a genuine love of science and a thirst for scientific knowledge.