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Tewin Cowper

CofE Primary School

Small School Big Dreams

Science

At Tewin Cowper, we recognise that Science has changed our lives, and that a good understanding of scientific principles is vital for the future of our world. Through building up a foundation of key knowledge and skills, pupils will develop a sense of excitement and curiosity about natural phenomena. We want our children to understand how science can be used to explain everyday events that take place, predict how things might behave, and analyse cause and effect.

 

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 scientific enquiries that help them to answer 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

 

CURRICULUM AND SUBJECT CONTENT

The programmes of study for science are set out year-by-year for Key Stages 1 and 2 in the National Curriculum. Class teachers are responsible for ensuring that all of the relevant statutory content is covered within the school year. We use Kapow to support our lesson planning. Our aim is to keep the learning hands-on to maintain interest and engagement, and to help us mirror the actions of real scientists.

 

Kapow's Long Term Plan outlines the units to be taught including the National Curriculum objectives to be covered within each unit. 

 

In Reception, Kapow is also used as a basis for planning, but learning is approached in a much more playful, child-initiated way. Science learning takes place within "Understanding the World", one of the 7 Curriculum areas in the Early Years Foundation Stage. Children explore the world around them, spot patterns, notice changes in their environment and make predictions for what might happen next! The scientific knowledge and skills covered in the EYFS provide a firm foundation for learning in future years. 

 

 

The following strands run throughout our scheme of work:

  • Scientific knowledge and understanding – develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • Working scientifically – develop understanding of the nature, processes and methods of science through different types of scientific enquiries that help them to answer scientific questions about the world around them
  • Science in action – are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

 

AREAS OF LEARNING

Our children develop knowledge and understanding in seven key areas:

  • Plants
  • Animals including humans
  • Living things and their habitats
  • Materials
  • Energy
  • Forces, Earth and space
  • Making connections

Working scientifically forms one of the strands in our curriculum, meaning that it is interwoven into each and every unit alongside scientific knowledge and understanding. 

 

THE LEARNING CYCLE

For learning to be deeply embedded so that children know more and remember more, we are clear about what we expect within the Science learning cycle. The three stages of the cycle are outlined below:

 

Intent:

Children will be able to apply previously learnt knowledge and skills in each year group, with a good understanding of how to work scientifically and enquiry skills. Children will show an equal balance of skills and subject knowledge to a high standard as also seen in English and other books. Children will have access to high quality Science texts to inspire a love of learning and enquiry and high-quality resources to enhance hands-on experiences. Children will acquire a wide scientific vocabulary and become confident Scientists.

 

Implementation:

Teachers to assess children’s knowledge and understanding regularly throughout each Science unit, using a range of retrieval techniques. Where these reveal misconceptions or gaps in learning, teachers should “track back” to tackle these before moving on with the learning straight away. Teachers will ensure that vocabulary is taught explicitly, having key vocabulary displayed on a working wall, as well as being available (with definitions) within the knowledge organisers. They will give children regular reminders and opportunities to refer to these to encourage them to use the vocabulary in their explanations, idea sharing and writing.

 

Impact:

Science books will show quality scientific vocabulary and children making connections between knowledge previously learnt and new knowledge. Children’s retrieval activities will show new learning and progress from the unit. Knowledge will be fresh in the children’s minds allowing them to make connections and build on their scientific knowledge. Children will be able to talk confidently about what they have learnt in previous years, connecting it to current learning, and explain how scientific advancements have had an impact on our lives within the context of a scientific topic.

Our Science Curriculum Overview

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