The science curriculum at Ladypool enables children to explore and learn about a range of key scientific concepts. We create independent learners with a positive outlook towards learning new skills, as well as retaining – and building upon – their existing knowledge. Whether this be a topic that they can directly relate to, such as everyday materials or seasonal changes, or topics like forces or electricity – we want to equip our children with the tools needed to work and think scientifically, and present them with opportunities in which they can pursue their interest in science further.
The curriculum for science is constructed in a way that allows children to continue on their learning journey whilst progressively gaining more knowledge in each topic. To ensure this learning is not forgotten; similar topics are revisited each year to embed the skills already learnt. In Year 1, children learn about animals (including humans) to create curiosity about how our bodies work and to identify common animals. This topic is built upon further during Year 2 whereby children explore different animals’ habitats and how humans change as they grow. In Years 3, 4 and 5, living things and their habitats is taught, gradually becoming more challenging for children and allowing their knowledge to build.
We will equip our children with the key skills required to carry out scientific investigations and encourage inquisitiveness when learning about new topics; through their questioning, predictions and enquiry children will find answers to presented hypotheses. We will encourage the children to use their knowledge and skills to become independent and resilient learners when problem solving and exploring unknown scientific concepts. We will ensure that children enjoy science lessons alongside exploring, investigating and using scientific equipment to aid their learning. The children will have opportunities to engage in discussions outside of lessons about the world around them and the Earth’s processes. This will enable them to demonstrate curiosity about the world in which they live.
- There is a weekly science lesson.
- We use the Developing Experts science scheme to support the teaching and learning of science (implemented February 2023)
- Each half term children will study a different science unit.
- Each year group (EYFS -6) has six science units to study over the year.
- At the beginning of each unit key vocabulary is introduced to the children. Science presents an array of new, technical vocabulary which may be unfamiliar to children. We encourage children to use these words in their written and verbal communication. This allows for subject specific words to be understood within the context of new learning and – alongside scientific enquiry – enables children to make progress within the subject.
- Across the year groups some topics are revisited such as 'animals including humans'. Teachers have access to a progression of skills document which clearly states the national curriculum objectives to be taught to a specific year group for each science unit allowing existing knowledge to be built upon further. Using the progression of skills shows teachers what children should have learnt in previous years, what they need to learn in their current year and what they will be learning in future years. It supports teachers in building on children’s previous knowledge and ensuring that children are exposed to new scientific concepts.
- Children are given opportunities to ask questions and develop their scientific understanding through dialogue with the teacher and their peers.
We actively encourage children to ask questions about their learning to create more interest and allow all children to deepen their understanding.
Speaking and listening is a fundamental part of science lessons at Ladypool. Speaking with others provides opportunities for pupils to articulate their understanding of the scientific concepts being taught to show their understanding and progress. Following a scientific enquiry, pupils can discuss their findings with the rest of the class in order to find similarities and differences.
Within each unit and across the year groups, children will be given opportunities to work scientifically. Working scientifically will broaden their scientific view of the world around them . They will do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. The national curriculum sets out the key aspects of working scientifically in KS1, Lower KS2 and Upper KS2.
The key principles of working scientifically are:
- asking questions and recognising that they can be answered in different ways
- observing closely, using simple equipment
- performing simple tests
- identifying and classifying
- using their observations and ideas to suggest answers to questions
- gathering and recording data to help in answering questions
Our children begin scientific exploration from key stage 1 by making predictions and carrying out investigations. They are encouraged to use equipment and get ‘hands on’ so that the learning can be brought to life. This also stimulates learning and creates a memory map of skills learnt by the children through linking their knowledge to a variety of experiments carried out in class. Children record the results of their investigations to allow them to become familiar with scientific methods.
In key stage 2, children begin to look at a variety of data (such as graphs, pictures, videos and news articles) and compare this with their own findings in class, including looking at well-known scientists and their discoveries.
- Children at Ladypool are equipped with the scientific knowledge and skill that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.
- Children become more adept at carrying out scientific experiments and explaining the science behind their enquiry.
- Children are able to share their knowledge and understanding of the world.
- Children are able to articulate their scientific knowledge using the appropriate vocabulary.
- Children are able to explain key concepts that they have learnt.
- Children are able to use their science knowledge to explain things that they come across in their everyday experiences - for example why do clothes dry when hung outside?