“A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. 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. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.”
Primary National Curriculum for Science 2014
SCIENCE CURRICULUM STATEMENT
At Alfriston Primary School, our Science curriculum is underpinned by the most important scientific concepts, designed to bring learning to life through scientific enquiry, scientific contexts, the use of key texts, studies of our locality and school trips.
OUR CURRICULUM INTENT FOR SCIENCE
Our science curriculum aims to ensure that all children:
• 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.
In line with the aims of the National Curriculum, we give children the opportunity to learn about the products of science so that they can explain the material world and ‘develop a sense of excitement and curiosity about natural phenomena’ (National Curriculum). The children also learn about the practices of science so that they know how scientific knowledge becomes established through scientific enquiry.
HOW WE IMPLEMENT OUR INTENTIONS
Early Years explore scientific concepts and content through the ‘Understanding the World’ strand of the EYFS curriculum. This involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
It has been carefully designed using Development Matters and the school's unique location, alongside careful consideration for the pre-requisite knowledge and skills required for key stage 1. In addition to this, continuous provision opportunities are used to support the children's needs and interests. Teachers use quality interactions and 'in the moment planning' to draw out children's next steps and adapt provision as required to provide both challenge and support.
Science is a core subject within the national curriculum for KS1 and KS2, and we use the EduKent Science scheme to follow the National Curriculum programmes of study.
We ensure that:
- we follow a sequence of knowledge and concepts;
- children make progress and develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage;
- children can describe associated processes and key characteristics in common language;
- children are familiar with, and use, technical terminology accurately and precisely;
- children build up an extended specialist vocabulary;
- children apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.
Significant contributors within the field of science
Research into primary science has shown that when children learn about the work of specific scientists that link closely to the content they are learning at the time, this helps them to develop an accurate and genuine understanding of science: for example knowing that scientific research is not just carried out by men in white coats working in laboratories.
Within each unit of our science curriculum, there is specific reference to two significant individuals - one beyond living memory and one within living memory. These have been carefully selected to illustrate how scientific knowledge within the topic has developed over time and continues to shape new discoveries and innovations to this day. There has been careful consideration to ensure representation across the globe and around the different protected characteristics as defined by The Equality Act, 2010.
