Becoming The Best We Can Be
The Primary Science National Curriculum has been written to indicate the basic entitlement for children at Key Stage 1. We use Switched on Science to ensure full coverage of this content. Units build on contexts for learning that we use in the areas children will have experienced in the EYFS and will meet in Key Stage 2.
Each year group covers six topics spread across the year and they also develop their seasonal change knowledge over their time in both the EYFS and KS1.
Units covered are outlined below along with key vocabulary (Please note that in the EYFS we follow the interests of the children so these topics are an example of what might be covered within our Understanding of the World teaching.
At St Nicholas we want Science to be meaningful, interesting and relevant to our pupils. We want to ensure that pupils relate the science they are learning to their own lives as well as working with contexts in the wider world. Our intention is that our pupils learn to ‘think like scientists’ to encourage critical thinking and research, thus engaging and challenging pupils. We want our pupils to look forward to science lesson and explore the world around them with curiosity and contextual motivation. Our science provision enables all children to engage with becoming the best scientist they can be regardless of additional needs or barriers to learning.
Our Science intent is implemented with the use of Rising Stars Switched on Science. This provides access to all subject knowledge and working scientifically objectives in a range of contexts to support the embedding of these concepts and skills for our pupils.
The programme of study provides regular opportunities for pupils to engage in hands-on practical activities as well as thinking about or researching scientific ideas and skills. This is done by inviting pupils to engaging in asking questions and using one of the five science enquiry skills:
Learning has been planned so that activities are relevant to the learning outcomes and pupil’s experiences, ensuring that they are timely and meaningful. Where appropriate lessons are hands-on, ensuring that pupils engage in regular first-hand experience using a range of equipment, including ICT where suitable, to enhance and deepen learning.
Key scientific vocabulary for each unit is clear so that teachers can share with pupils the expectations that these words should be learned and used confidently.