Skip to content ↓

Science

Science

Intent

At South Avenue, our curriculum is designed with the intent that each child becomes a caring, confident and curious young person with a passion for learning and achieving.

From EYFS up to KS2 our pupils will build up a body of key foundational knowledge and skills in core science areas. Pupils are encouraged to:

  • Work scientifically, applying their knowledge of science through asking questions and conducting research, setting up tests, observing, recording data and evaluating their results;
  • Recognise the power of enquiry;
  • Develop rational explanation;
  • Develop a sense of excitement and curiosity while using key skills from Reading, Writing and Mathematics to explore scientific phenomena.

For further information on Science in the National Curriculum, follow this link:

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study

Implementation

  • School uses a variety of sources as the starting point for the planning of Science lessons. These include materials from PiXl and Twinkl PlanIt, which can be downloaded and adapted as appropriate to meet the needs of learners within our school.
  • Our units have been carefully mapped out in long term planning.
  • As a school, we have developed a skills progression document to show how we develop children’s ability to work scientifically from the beginning of EYFS to the end of Key Stage 2.
  • In order to inform our CPD, staff surveys are completed to gain an understanding of current views on the planning, teaching, marking and assessment in Science.
  • Through our links with Fulston Manor, we are able to draw upon the expertise and resources available in a secondary school setting, including visits their laboratories, where possible.

Impact

  • In addition to routine use of formative assessment during lessons, we have started to use PiXL progression ladders to assess our children’s skills when working scientifically.
  • We aim to offer immediate feedback in lessons, to help develop understanding of scientific concepts and address misconceptions.
  • Green pen is used to highlight good examples of both scientific knowledge and where children have demonstrated skills when working scientifically. Where appropriate, pink highlighting/ pen work may be used for corrections requiring a response, where a misconception has occurred, or the objective has not been understood. 
  • Science is planned to build on prior learning and, where possible, these links are made within lessons.
  • We ensure that there are opportunities for children of all abilities to develop their skills and knowledge.
  • We make use of year group expectations to ensure that children are increasingly challenged as they move up through the school.
  • The use of our extensive school grounds is actively encouraged as part of Science lessons.
  • Each class has an allocated Science display, which includes vocabulary relevant to the current topic and showcases examples of children’s work.  
  • Pupil voice is used to gain an understanding of how our children view Science. This occurs through pupil conferencing, questionnaires and routine conversations with pupils during lessons.
  • Science is monitored in the same way as other subjects, to ensure coverage, progression and challenge for our pupils.

Progression of Skills