Miss Blake is our Science Leader.
What is our approach to Science?
In order to provide our children and teacher with a clear and comprehensive scheme of work that is in line with the National Curriculum. The All Saints Academy Trust (MAT) have opted to use Collins Connect - Snap Science, which is an exciting whole-school resource offering comprehensive support from Foundation through to Year 6. However, teacher are free to and encouraged to adapt their planning to ensure we provide our children with a broad and balanced curriculum that is tailored to meet the needs of all of our children. The implementation of the Science curriculum is taught through using a range of teaching and learning styles, including activities such as investigations, questioning, practical opportunities and outdoor learning. Workshops and educational visits are also encouraged in order to give children real life, first hand experiences.
As we work in phases, our Science is taught over a two year cycle. This covers all areas of development as stated in the National Curriculum. Through well planned science lessons the children should develop their knowledge and understanding through science units and show progress in their learning. Pupils should have the opportunity to carry out practical investigations in science that help them to develop their scientific skills.
What does Science look like in the classroom?
Teachers have received in-house training on how to plan and implement a science unit relevant to the phase that they teach. We are currently using Collins which helps to inform planning, giving teachers a starting point. Staff are also encouraged to seek and use other sites to aid them with their planning, subject knowledge and professional development.
Formative assessment is ongoing in science and teachers are expected to mark and assess children’s day to day work throughout the unit using this to appropriately challenge or support children where necessary. Assessment also takes place through the use of questioning, discussion and observations, identifying any misconceptions or gaps in their previous knowledge. Pupils’ comments and responses are recorded through the use of sticky labels, keeping track of the use of relevant and subject specific vocabulary.
Summative assessment involves making a statutory end-of-key stage judgement against the teacher assessment frameworks, teachers should have evidence from the classroom that pupils have grasped all the ‘working scientifically’ statements and all the ‘science content’, using a broad range of evidence. This includes the use of:
- pupils’ work
- quizzes or end of unit test
- Sticky labels (pupils response to questions, discussions or use of scientific vocabulary)
Teachers who are not confident in their judgement are advised to use Teacher assessment exemplification material (2018) for Key stage 1 & 2 and EYFS profile exemplification
for the level of learning and development expected at the end of the EYFS Understanding the world ELG14 – The world (2014) for EYFS.
Exemplification materials provide examples of pupils’ work illustrating how ‘pupil can’ statements in the frameworks might be met. They are provided to support teachers in making judgements against the statutory teacher assessment frameworks at the end of the key stage.
Each unit/ topic has a front cover which includes the unit title, objectives to be covered and the relevant vocabulary for that unit. This allows staff and pupils to know what they will need to know and achieve by the end of each unit. Teachers are also encourage to use questioning and discussion to assess pupils’ previous knowledge and learning.
Science is a core subject and should be taught for an equivalent of 2 hours per week. With this in mind, teachers have the flexibility to block their science units across a half term or teach it weekly. Teacher are encouraged to make cross curricular links where necessary and to link learning to real life making it purposeful.
On entering any classroom in any phase, it is a requirement and should be evident what unit is being taught and what language/ vocabulary is being introduced. Lessons should be engaging and well-resourced with a combination of written and practical activities.
Pupils’ books should reflect this, with completed front covers, sticky labels and range of practical investigations appropriate to the unit being taught.
How do we measure success in Science?
Teachers plan a balance of written and practical lessons, which engage children allowing them to learn through investigating and engaging them more in such lessons. Work is completed to a high standard and reflects the quality of teaching.
Pupils therefore become happy, successful scientists who know more, remember more and use and understand scientific vocabulary confidently and independently ready for the next phase in their science learning journey.