Science is good when...

To develop our vision for Science, all stakeholders within St Peter's; children, parents, staff, SLT and Governors were consulted and asked if they could respond to the statement:

'Science is good when...'

We had an excellent response which showed how highly Science is valued within our school community. These are our school's principles for good Science teaching and learning.

These principles helped us to develop our vision:

Our vision is for all children to develop their scientific thinking, questioning and enquiry skills through engaging, hands-on, practical science investigations. Our aim is for children to make links to real life contexts, have new experiences and develop a lifelong love of science.

Science at St Peter's

Intent

At St Peter’s Catholic Primary School, our intent for science is for all children: 

• to enjoy science by ensuring that lessons are engaging and fun
• to ask questions about their world by building on their natural curiosity
• to develop their scientific knowledge and find answers through first-hand experience and practical investigations
• to ensure they are equipped with the scientific knowledge required to help take their learning further
• to have access to the language and vocabulary of science
• to develop their science capital

Implementation

Science is taught throughout the school in weekly lessons and is delivered by class teachers. The school follows the Kent Scheme of Work which covers 28 units of study linked to the National Curriculum and supports teachers with their lesson planning. Each of the units shows progression in the key scientific knowledge and concepts required from Year 1 to Year 6. Other sources may also be used to enhance the lessons in order to meet the needs of the children. The Kent Scheme of Work contains the most appropriate scientific vocabulary to be used when studying a particular area of science, a list of the scientists who are working, or have worked, in that particular area of science and practical activities to support the children's learning.

Now, imagine a great primary science lesson. What would children be doing? How would they be thinking and feeling? Everyone’s image may be different but there would probably be some common features including a vibrant environment where children are actively engaged in developing their science knowledge and skills to find answers to their own questions. Children may be exploring, observing, predicting, collecting data, looking for patterns and drawing conclusions. However for some children, including those with SEN, difficulties with cognition and learning, additional physical and sensory needs, or social, emotional and behavioural issues, can mean that the ‘buzz’ of the primary science classroom is extremely challenging. Therefore, inclusion for children with SEN depends on our ability as teachers to value diversity. For all children to be able to access the science curriculum, the teacher needs to identify, and be responsive to, a child’s specific needs. 

EYFS

In Early Years, children engage in scientific activities through their study and acquirement of Understanding the World (UTW). Reception pupils follow the Early Years Curriculum for UTW and are assessed initially against Development Matters criteria, moving to the Early Years Profile towards the end of their Reception year.

Key Stage 1

The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

• Asking simple 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

These will be taught through the following topics:

• Plants                                                                                                                  
• Animals including humans                                                                                                      
• Everyday materials                                                                                                                                   
• Seasonal changes (ongoing topic throughout the year)                                                                       
• Living things and their habitats                                                                                                            
• Uses of everyday materials

Lower Key Stage 2

The principal focus of science teaching in years 3 & 4 is to enable pupils to broaden their scientific view of the world around them. They should do this through:
 

• Setting up simple practical enquiries, comparative and fair tests
• Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
• Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
• Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
• Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
• Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
• Identifying differences, similarities or changes related to simple scientific ideas and processes
• Using straightforward scientific evidence to answer questions or to support their findings

These will be taught through the following topics:

• Plants
• Animals including humans
• Everyday materials
• Rocks
• Light
• Forces and magnets
• Living things and their habitats
• Electricity
• Sound
• States of matter

Upper Key Stage 2

The principal focus of science teaching in upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through:
 

• Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
• Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
• Using test results to make predictions to set up further comparative and fair tests
• Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
• Identifying scientific evidence that has been used to support or refute ideas or arguments

These will be taught through the following topics:

• Living things and their habitats                                                                                                           
• Animals including humans                                                                                 
• Properties and changes of materials                                                                                    
• Earth and Space   
• Forces                                                                                                    
• Evolution and Inheritance                                                                                                         
• Light                                                                                                                               
• Electricity

Teachers need to also read and apply the non-statutory guidance within the National Curriculum, to broaden the skills of the children within their class. Children will be involved in a variety of structured activities and in more open ended investigative work including:

• Activities to develop good observational skills
• Practical activities using measuring instruments which will develop their ability to read scales accurately
• Structured activities to develop understanding of a scientific concept and open ended investigations

Progress is monitored by the SLT and Science Subject Leader through book looks to ensure consistency, progression, coverage and a balance between teacher led and practical activities and moderation amongst year groups.

Impact

The children at St Peter's, including those with SEN, are confident scientists who can talk about the investigations that they have undertaken. We have Science Ambassadors across the KS2 classes and each year the children take part in British Science Week. The school hosts an EYFS / KS1 and KS2 Science Fair, both of which generate huge excitement amongst the children and are very well attended. Parents are encouraged to support their children and we see a great deal of variety in the scientific investigations entered. We also host an annual Scientific Photography Exhibition and this too, generates a scientific buzz and entry levels are high. Children enjoy talking about Science and show a good understanding of the concepts that they have learnt.

Knowledge Organisers

Primary Science Quality Mark

We are delighted to announce that we have achieved the Primary Science Quality Mark which recognises the efforts and achievements that have been made in order to improve Science within our school.

A video celebrating all the hard work and effort that went into achieving the award can be found in the Video Resource Centre, please follow the link above.

Thank you to all the children, staff, parents and governors who have helped to achieve this. You have all played a significant part in making Science engaging and fun within our school.

The Primary Science Quality Mark:

• Enables science subject leaders to develop and articulate a clear intent and aspirational vision for science. The process of achieving a PSQM  raises the profile and quality of science across the whole school.
• Supports subject leaders to effectively implement a curriculum for science that is informed by research evidence and best practice data. Working with an expert hub leader subject leaders evaluate current provision for science and put in place a development cycle that leads to sustained progress in science across the school.
• Ensures strong and positive impact: Children make good progress, building and consolidating their knowledge and skills, developing positive attitudes about science and its value to their lives and globally. Teachers and children enjoy their science lessons.

The criteria for each Primary Science Quality Mark cover the following areas:

• Science Leadership - vision and value, development goals, monitoring and professional development for subject leadership;
• Science Teaching - CPD, teaching strategies, resources;
• Science Learning - science enquiry, assessment, science capital;
• Wider Opportunities –  linking science with other subjects and whole school initiatives, curriculum enrichment.

Calling all parents...

Are there any parents out there with a Scientific or Engineering background who would be willing to come into school and answer questions from our children about their jobs?

We would like to start 'Engage with an Engineer' and 'Speak with a Scientist' workshops so children can gain a deeper insight into specific careers with a Science background.

If you are interested, please contact Mr Tierney or the school office (01795 423479) or alternatively send an email to:

admin@st-peters-sittingbourne.kcsp.org.uk

Thank you.