Implementation
We motivate and enthuse pupils by creating deep links with other curriculum areas including maths, science, history, art and SMSC. Wherever possible, we use first-hand experiences and aim to provide a purposeful, engaging high-quality science education that provides pupils with the foundations for understanding the world. Much of science lends itself to outdoor learning and so we provide pupils with opportunities to experience this. Through various workshops, trips and interactions with experts, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity.
Our science curriculum is designed to allow children time to think, discuss, practise, explore and embed. This allows time for teaching, practice and repetition – both in a year group and across key stages. Curriculum coverage is sequenced carefully from EYFS to Year 6 which allows key primary themes, conceptual (substantive knowledge – knowing that) and procedural (disciplinary knowledge – knowing how) knowledge to be developed and revisited at a deeper level of learning.
Lessons will be planned and a knowledge organiser provided for pupils, which outlines the area to be taught, how new knowledge and skills fit in with prior learning, ‘sticky’ knowledge they need to understand and key vocabulary they need to learn. As we draw our pupils from a wide catchment, we are mindful that some of our children come from a scientific background (we have children whose parents have links with Nottingham University and the Queens Medical Centre) and already have some understanding of the specific disciplines of biology, chemistry and physics. These children are encouraged to study key primary themes in more depth and through supporting others, explaining their thinking and linking ideas rationally. Children who do not have this cultural capital are supported by the knowledge organisers and the revisiting of key knowledge.
Lessons seek to introduce new knowledge and concepts in small, logical steps, in line with cognitive load theory. Children’s knowledge will be built up gradually, making links, wherever possible, to previous knowledge and other areas of learning. We seek to further children’s ability to commit new learning to long term memory by assessing their retention and revisiting key knowledge. Potential misconceptions will be addressed through carefully selected lesson content and effective feedback.
Procedural knowledge will be taught and not just ‘experienced’ by carrying out practical work.
Maths and science naturally complement each other. Science generates data that can be collected, analysed and presented in various ways. When working scientifically, children are expected to search for patterns in the results they collect and to interpret evidence and draw conclusions. This provides lots of opportunities to use mathematical knowledge and skills in science lessons. By integrating maths with science, it is possible to take away some of the abstract nature of maths and make it more relevant and meaningful.
