‘Shibden Succeeding At Science’
Aims and Objectives
- 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 (National Curriculum 2014)
Shibden Head approach
The Science curriculum at Shibden Head is organised through contextualised units, based upon the requirements of the National Curriculum, but it is also designed for each year group to run their Learning Challenge activities alongside it.
Science lessons have clear aim and purpose, which develop interest and attitudes. Lessons allow children to explore, observe and develop their ideas whilst also developing logical thinking and relationships. Children are able to pose questions, communicate ideas, acquire knowledge and skills whilst interpreting findings critically.
Teaching methods are varied to suit the concepts and draw on ideas from the children where possible. Children are encouraged to record their ideas and findings in a variety of ways (Science Policy 2018)
Science Intent, Implementation and Impact statement click on link below.
Long Term Plan
Each year group covers a number of National Curriculum objectives in each domain over the course of the school year.
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1 Summer 2||Summer 2|
|Reception||Knowledge and Understanding of the world around them – allow children to be inquisitive and the response
to children’s interests are key.
Seasons work (daily) calendar links, weather Chicks and Eggs
What a wonderful world – investigations Baking (across the year)
Bulbs – Golden Jubilee
Floating and Sinking – boats
|Year 1||Living Things – Humans||Everyday Materials||Plants||Plants||Living Things including
Animals (across two half terms)
|Seasonal changes for Year 1 – across the year|
|Year 2||Living Things and their habitats||Everyday materials||Plants (across two half terms)|
|Year 3||Animals including humans||Animals including humans||Light and Shadow||Rocks and Soils||Forces Plants|
|Year 4||Electricity||States of Matter||Animals including humans||Sound||Living Things and their Habitats (all)|
|Year 5||Animals including humans||Properties and changes in materials||Earth and Space||Forces Living Things and their Habitats|
|Year 6||Evolution and Inheritance||Living Things and their Habitats||Light||Animals including Humans||Electricity|
Accompanying these main objectives are key juicy knowledge statements that the children need to know by the end of the topic. These feature clearly on the Long Term Plans in school under the headings ‘Juicy Knowledge’. Our Long Term plan addresses the objectives outlined in the National Curriculum and is designed to be a progressive curriculum from Reception to Year 6.
‘Shibden Head Are Succeeding At Science’
This is our motto and is consistently referred to throughout school and is visible in every classroom on our working walls. The walls also feature our topic heading, weird words, science shirts and ‘Our Super Scientist’ of the week. The walls are designed for the children to use refer to during topic work, alongside our core principles (bubbles), the working scientifically strands and the strand of Science (Chemistry, Physics and Biology) they are learning about.
PSQM (Primary Science Quality Mark)
- Achieved Silver Award in 2015.
- Going for ‘Gilt’ award (under new award system) currently and hope to achieve this in Spring 2020.
Aims this time:
- Improve working scientifically elements around school and incorporate use of floor books.
- Make use of outdoor learning facilities to enhance children’s learning.
- Develop after school activities around Science.
- Use Science principles in the same way we use our Metacognitive symbols and strategies in class.
- Incorporate the strand of Science into each lesson that they are learning about.
How it works in class:
- Staff use the ‘Juicy Knowledge’ as outlined on the Long Term Plan as a guide to ensure all the National Curriculum Objectives are covered. From this, a pre and post learning task is created that measures the progress that children make across a topic under the science strands of Biology, Chemistry and Physics. It offers staff the opportunity to find children’s starting points and ensure that their learning is catered for.
- There are some opportunities provided for children to choose their own way of investigating using the named working scientifically strands (Identifying, classifying and grouping, comparative and fair testing, pattern seeking, observing over time and research using secondary resources).
- Cross curricular links are made between other core subjects (Maths – data, English – reading and writing, Design Technology – STEM). Children are encouraged to research ideas and make these links. It is often seen through homework tasks given linked through our Learning Challenge Curriculum during the Spring term.
- Science is taught in class on a weekly basis and through a thematic curriculum one half term across the year. Each class explores a STEM themed question, often linked to previous Science learning or an English topic.
Year 1 Which materials make the best house?
Year 2 Which materials are best for the mission?
Year 3 How wonderful a wizard are you?
Year 4 What happens from the Chew to the Loo?
Year 5 Can you investigate the wonders of science?
Year 6 Are you a super scientist?
Examples of Progression documents, including Vocabulary