Science

Intent:  

Science teaching at Rolls Crescent Primary School aims to give all children a strong understanding of the world around them through specific skills to support them in thinking scientifically. They will become familiar with the scientific process of learning and understanding how to apply knowledge in their life experiences and future careers. Our Science curriculum is ambitious and we provide all of our children with real life opportunities that are inclusive, taking into consideration how to ensure there is progression for our disadvantaged and SEND children to embed and apply their scientific understanding. We visit Museums such as MOSI and have visitors to embed learning. 

In Rolls Crescent Primary School, scientific enquiry skills are embedded into each science lesson and ‘Big Question’ that the children study throughout the school. Topics have clear progression through the year and previous knowledge is built upon throughout the key stages. Children are encouraged to build upon their prior knowledge, embedding it into their long- term memory, and increase their enthusiasm for Science as they progress.  

All scientific enquiry skills are taught throughout the school including observation over time, pattern seeking, secondary research, classifying and identifying, and fair testing. Each year group and topic has specialised and focused vocabulary for children to be to taught and applied in their explanations which is displayed in class and also put in workbooks. They have a knowledge organiser for each topic which states the skills and knowledge they will learn and key facts, this is shared with parents to encourage a good home school link and keep parents informed of the learning happening each half term. We endeavour to embed reading into Science, and on Science displays around school we give examples of books for further reading in that particular Science topic. 

Implementation:

Teachers are provided with planning days in addition to their PPA, to plan their curriculum and knowledge organisers for the topics ahead. Science leaders attend CPD on up to date Science teaching to share with and support members of staff through routinely held staff meetings. Staff are provided planning documents which support them in understanding the knowledge progression, scientific enquiry skills and appropriate vocabulary. Throughout the year, there are Science book looks and learning walks held to support the learning and development of Science teaching throughout the school. Pupil voices are collected to evidence the impact of Science teaching on the children’s learning and oracy skills to share their learning. 

Science clubs, provided by links to Manchester Academy and Loreto High School, are used to compliment children’s learning and enthusiasm towards Science throughout the year. Annual Science days are also held to improve engagement towards Science and encourage the children’s use of scientific knowledge and enquiry skills around school. 

Impact:

Our Science Curriculum is high quality, well thought out to include all children including those with SEND and is planned to demonstrate progression. The impact and measure of this is to ensure children not only acquire the appropriate age- related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives and could use in the future in their careers.

All children will have:

• A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills.
• A richer vocabulary which will enable them to articulate their understanding of taught concepts.
• High aspirations, which will see them through to further study, work and a successful adult life.

In addition, we measure the impact of our curriculum using our wider curriculum whole school assessment and monitoring sheet. This identifies any children that need extra support, any whole class misconceptions and how to put this in place immediately, or in the next lesson. We then use this information to input summative data once per year.