Science
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Teaching Science at Over Hall Community School
'Be supported, feel supported - make a difference'
Science lead: Mrs Schuettke and Mrs Yates
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 at Over Hall we believe that 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 are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Intent
At Over Hall Community School our delivery of science aims to ensure that all pupils:
- 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
The national curriculum will be followed for all science teaching. Its delivery supported through Over Hall Community School knowledge organisers, White Rose Education and Plan Assessment.
Implementation
Reception, in accordance with the ‘Statutory framework for the early years foundation stage’, focus will be put on the seven early learning goals (ELGs), with the scientific aspect of pupils’ work relating to the objectives set out within the framework. The programmes of study for science are set out year-by-year for key stages 1 and 2. The school curriculum is set out below and progression is clearly mapped out to ensure concepts are built upon over time. Knowledge Organisers support pupils with the key knowledge within each topic area alongside well mapped out vocabulary.
Planning is informed and driven by the National Curriculum, with support from White Rose Education and Plan Assessment. Long-term plans are progressive both through 'working scientifically' and the knowledge base outlined in the programmes of study.
High quality Science lessons provide children with essential foundations for understanding the world through biology, chemistry and physics. Children are given opportunity to develop the scientific knowledge required to understand the uses and implications of Science, today and for the future. Links are made across the curriculum but specifically to topic when appropriate. Extra-curricular activities are offered to promote unique scientific experiences and meet scientists.
Assessment
Teachers carry out assessments of the children as part of everyday teaching, and at the end of a unit of work to check learning. Both types of assessment help teachers to plan the next steps and they also help to monitor children’s progress and provide reports for parents and carers.
On entry to Reception, children take part in a national Baseline Assessment to assess skills in Knowledge and Understanding of the World. Reception staff record children’s progress using the Foundation Stage Profile. Teachers and Teaching Assistants observe and assess children whilst they are engaging in a variety of activities. The assessments cover all the areas taught in the Foundation Stage, including the child’s emotional and social adjustment to school. The staff use the information they gather to plan appropriate work for all the children in their care. A copy is given to the parents at the end of the school year, and termly updates are sent out.
Children in 6 are assessed as required by the National Curriculum, using teacher assessments in science, which is reported in June.
Teacher Assessments take place in all year groups throughout the year across the curriculum. Teacher assessments are guided by the subject specific end points presented on each year group's knowledge organiser - accessible to children, parents/carers and staff.
Verbal and summary reports that detail current attainment and progress, alongside attendance are given at parent consultation evenings, which are held in Autumn and Spring Terms. Parents/Carers are also informed if their child is/is not identified as SEND at these consultations.
An annual report is written by staff and shared with parents in the Summer Term. Detailing achievement and progress, a statement and target within science is also included. Separate reports on end of Key Stage SAT results, alongside Teacher Assessment results, are given to parents of Year 6 pupils.
Subject leaders have a firm grasp of performance and delivery as a result of pupil voice, staff voice, work scrutiny and data scrutiny alongside lesson observation.
Below you will find: Progression documents for Knowledge and Working Scientifically for EYFS, Key Stage 1 and 2, as well as a Long Term overview, which details the delivery of the science curriculum. The science policy is also available, as well as every knowledge organiser - for each year group.
Impact
Through our teaching and learning of science, all children have a confident view of the subject and are able to enthusiastically demonstrate their scientific understanding using a variety of approaches to answer relevant scientific questions using scientific enquiry, skills and processes. Our children are motivated, young scientists keen to question and explore the world further.