Science 

Purpose

The purpose of this policy is to set out our science teaching and learning practice and the principles it is based on.

Aims

The aim of this policy is to ensure consistency and progression in science teaching and learning across the school. At Betty Layward, we want to build on children’s inquisitive nature by providing a science curriculum which is rich with opportunities to deepen knowledge, explore ideas, and learn scientific skills and vocabulary. We want all children to be enthused and engaged by science learning and to recognise its importance in the context of the world we live in. Our approach aims to support children in acquiring life-long skills of questioning, investigating, observing, analysing and explaining.

Betty Layward Science vision and principles:

Science curriculum map overview:

* See detailed curriculum map for learning statements for each topic

Science Vision and Overview

Intent

The National Curriculum for 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

At Betty Layward, children are encouraged to see science learning as essential to understanding the world around them. Interest and curiosity about the world in which they live should be nurtured and fostered, maintaining respect for the environment and living things. Throughout the programmes of study, children acquire scientific knowledge, skills and understanding, thereby equipping every child to deal with a range of scientific challenges in the 21^st century. We believe that a broad and balanced science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability.

Implementation

Teachers at Betty Layward create a learning environment which encourages a positive attitude towards science. We have high expectations of all pupils to succeed in science.

 Teaching staff will:

• Teach a diverse science curriculum, covering the National Curriculum statements across the school.
• Seek opportunities for science learning to be child-led, hands-on and open-ended.
• Inspire questions and exploration.
• Facilitate science inquiries and opportunities to for children to develop skills for working, and thinking, scientifically.
• Plan high-quality, engaging lessons which spark curiosity.
• Explicitly teach science vocabulary and meanings.
• Plan for progression through the year groups so that learning builds in prior study and prepares children for future learning.
• Recognise the different starting points of children and plan for good progression for all children.
• Support and extend children’s learning
• Teach science in blocks over consecutive weeks during each half term or term.
• Use Gold Book and pre/ post learning tasks to assess children’s start and end points.
• Plan exciting science trips and find opportunities for outdoor learning to support science topics.
• Create a science classroom display with key vocabulary.
• Recognise and promote the wider significance of science and careers in science.
• Encourage open-mindedness and collaboration.

The Science subject leader and SLT will:

• Provide a science curriculum map and key vocabulary for each unit to be taught across the year groups.
• Support teachers to plan and implement a science curriculum which enables progression for all children.
• Monitor outcomes by carrying out learning walks, book looks, pupil conversations and discussions with teachers about data.
• Provide science CPD which enables teachers to implement an effective science curriculum.

Impact

We will measure the impact of our science curriculum by children’s outcomes.

We will see:

• All children make progress in science, based on their individual starting points.
• All children, regardless of ethnic origin, gender, class, aptitude or disability, will have good progression of scientific knowledge, skills and vocabulary.
• Children can retain their learning and build on it as they move through the school.
• Children can use scientific vocabulary to explain what they know.
• Children are confident learners who are enthusiastic about science
• End of unit assessments and discussions with children will evidence the children’s retention of scientific knowledge.
• Children will know the significance of science in the wider world and recognise careers in science.