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Wigton Moor

Primary School

Everyone learns and everyone achieves because everyone matters!

Science

Intent

At Wigton Moor everyone learns, everyone achieves and everyone matters!  This is seen in our science curriculum in a variety of ways.  We ensure that all children consider themselves as scientists, feel valued for their science interests and enjoy being 'science-y' through a no ceiling approach to differentiation, including the most able and children with SEND. Science lessons at WMPS should inspire all children to ask questions, make links and ensure a deeper understanding of the world around them. Giving children the vocabulary to articulate their scientific observations, develop their scientific knowledge and reflect on their scientific processes is fundamental to ensuring they develop scientific capital. This will be further enhanced by giving children experiences in class and ‘in the field’ that allow them to take part in, observe and assess scientific processes. Our science curriculum aims to support all children to secure a deeper understanding of how the knowledge and disciplines of Science fit into all parts of our society. Children will be encouraged to take responsibility for their scientific practices and to consistently link this responsibility to wider concerns around climate change, sustainability and globalisation. Each year children will learn about the scientists and scientific discoveries that have shaped our world, developing their understanding of the years of work and research from across cultures that underpin scientific discoveries and developments.

 

Implementation

Wigton Moor teaches the national curriculum which can be seen in the documents below. The Science curriculum is also spiral, enabling children to deepen and broaden their understanding of science concepts from Early Years to Year 6. A high-quality science education provides the foundations for understanding the world. This begins in the exploratory Early Years where children will be introduced to a range of scientific process including planting and growing seeds, floating and sinking and observing seasonal changes. Here, children will learn basic scientific language to help them explain the world around them. 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. This will lead to further progression in KS3 and 4 to understanding the discreet strands of Biology, Chemistry and Physics and how these scientific subjects combine with and impact on the other STEM subjects of Maths, Technology and Engineering. 

Substantive Knowledge

Through revisiting areas such as Humans and other Animals, Light and Forces (to name but three) children will build their substantive knowledge of scientific processes and products. They will learn about important figures from the past who have contributed to our scientific knowledge including people such as Mary Anning and Louis Pasteur and will deepen their understanding of key scientific vocabulary as they progress through the Primary curriculum.

Disciplinary Knowledge

Children will also steadily increase their disciplinary knowledge of science-the way that scientists work and the importance of asking questions. conducting fair tests, using a variety of observations and gathering and interpreting data. Within the National Curriculum this is referred to as 'Working Scientifically'. Again, this disciplinary knowledge will be returned to and deepened throughout the Primary phases.

Vocabulary underpins this throughout, giving children the words to describe their experiences of science both in and out of school and link these real life experiences to a variety of curriculum subjects. For example: baking at home can be linked to chemical reactions and to D and T, creating a product for a particular occasion. Understanding magnetic fields will be linked to compass points in both maths and geography.
 

Impact

Ultimately we want the long lasting impact of our teaching and their learning to be that all children learn more and remember more. We measure this in lessons through a range of assessment for learning techniques and at the end of units of learning with assessment quadrants to ensure their learning has stuck! Science monitoring is a constant and ongoing priority, based on planning and work scrutiny, lesson observations and conversations with children and teachers. We ensure that children can recognise the science around them, make links across disciplines and talk about their knowledge articulately. We want our children to leave WMPS feeling enthusiastic and confident about Science for the next stage of their learning journey.

The National Curriculum for Science (KS1 and KS2)

Aims:

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

Working Scientifically (Disciplinary Knowledge)

Year 1 and Year 2 Expectations

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions

Year 3 and Year 4 Expectations

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

Year 5 and Year 6 Expectations

  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments

Science Long Term Plan 2021

The Science Curriculum

Look out for The Big Science Share on DB Primary.

Add in any photos or comments of your own adventures in science from home.

 

It could be looking after an animal or plant (biology), mixing substances to produce reactions (chemistry) or building or making things work (physics and engineering).

 

We would LOVE to see what you get up to!

Careers in STEM subjects-Calling all Scientists!

Examples of Science and Activities

Year 3 - Magnetic Science

3SL Making magnetic games

Year 3 Exploring Plants

Year 3 making flowers to fool the insects!

Science Week Assembly - Camouflage

Our Changing World - Wigton Moor in Spring and Summer

Wigton Moor in Autumn and Winter

Our Changing World - Wigton Moor in the snow

4S D-Side

Science Displays

An investigation of the effects of food on teeth

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