Science
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What makes a good scientist at Holy Cross?
A curiosity about the world around them, an ability to think independently and answer their own scientific questions. With an enquiring mind, they can make predictions and test them, and have the knowledge of how to carry out an investigation.
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Science at Holy Cross |
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Intent |
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Provide the opportunity for all children to have the skills required to be a scientist and to work scientifically Encourage children to develop a curiosity and interest in science Allow children to critically engage with science, providing opportunities to think independently, question, investigate and discover Allow children to develop their skills in problem solving Enable children to find links between scientific technologies Enable children to understand the history of science and the impact of scientists and their scientific discoveries on our world Widen children’s knowledge and use of scientific vocabulary Enable children to develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics Equip children with the scientific knowledge required to understand the uses and implications of science, today and for the future Enable children to develop an 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 |
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Implementation |
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Follow a clearly sequenced and progressive program of study based on the National Curriculum objectives. Read, spell and pronounce scientific vocabulary accurately Apply mathematical knowledge to their understanding of science, including collecting, presenting and analysing data Seek answers to questions through collecting, analysing and presenting data Science and scientific discovery are valued and links are made with children’s personal experiences High quality teaching that is appropriately pitched to individual children Work scientifically by: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources Enrichment opportunities such as visitors to school who demonstrate scientific concepts through motivating activities (When it is safe to do so) Building cultural capital of all individuals through visits to places of scientific interest and discovery (when it is safe to do so) |
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Impact |
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Children make links between science and the Christian values of Holy Cross Children develop a range of scientific skills: think independently, raise questions about working scientifically, carry out scientific investigations, use written and verbal explanations, solve challenging problems, report scientific findings, undertake practical work, find links between scientific technologies, use scientific vocabulary Outcomes at the end of each Key Stage are in line or above National statistics and progress in science is evident Children have an understanding of the history of scientific discovery and significant scientists, and how they have made an impact on our world. Each class has their own class scientist to further their understanding of important science figures Children read, spell and pronounce scientific vocabulary accurately Children enjoy science lessons and are confident to demonstrate and discuss their learning with others Children demonstrate a love or appreciation of science and talk confidently about a range of scientists and scientific discoveries Children are prepared for the next stage of their scientific learning Children confidently apply their scientific knowledge to other areas of learning as well as to the world around them Children demonstrate a love or appreciation of science and talk confidently about a range of scientists and scientific discoveries Children are prepared for the next stage of their scientific learning Children confidently apply their scientific knowledge to other areas of learning as well as to the world around them |
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Science Domains
- Observation over time
- Pattern seeking
- Identifying, classifying and grouping
- Comparative and fair testing
- Research using secondary sources
All of these domains are taught throughout the year to enable students to gain a range of scientific enquiry skills.
Science in the Early Years Foundation Stage
The Early Years Foundation Stage Curriculum supports children’s understanding of Science through the planning and teaching of ‘Understanding the World.’ Children find out about objects, materials and living things using all of their senses looking at similarities, differences, patterns and change. Both the environment and skilled practitioners foster curiosity and encourage explorative play, children are motivated to ask questions about why things happen and how things work. Our children are encouraged to use their natural environment around them to explore. Children enjoy spending time outdoors exploring mini-beasts and their habitats, observing the changing seasons, plants and animals. During the spring term children have the unique first hand experience of hatching and caring for live chicks. Children regularly participate in cookery and baking sessions which allows them to experience changes in state as ingredients are mixed, heated and cooled.
How do pupils learn
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Class timetables have been built to ensure a broad and balanced curriculum.
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Subjects have been blocked in a spaced retrieval model to support catch up and to build the frequency of science and wider curriculum subjects. This maximises learning time.
Inclusion
Within Science all pupils will take part in all the lesson sequences, but we need to be clear about the critical core content for pupils with SEND.
As part of the planning and preparation for the delivery of each science topic, teachers will need to consider how specific activities, or the delivery, may need to be adjusted to ensure that pupils with SEND are able to access the materials and participate fully in the lesson.
Pupils with language and communication difficulties (including those with ASD) may need additional visual prompts to help them understand what is expected of them. The task could be broken down into smaller, more manageable chunks and individual task boards used to demonstrate these.
Some pupils may have sensory sensitivities. For those pupils, adjustments may need to be made in order for them to access materials.
Pupils who have difficulties with tasks requiring fine motor skills may need appropriate adjustments to be made to enable them to access the task and / or in order to keep them safe.
Knowledge notes will also be chunked to ensure learners understand key content.
This will then lead to our assessment framework. Some pupils may show extended knowledge and be skilful with it from other lessons.
Science links and games
KS1 Science: https://www.bbc.co.uk/bitesize/subjects/z6svr82
KS2 Science: https://www.bbc.co.uk/bitesize/subjects/z2pfb9q
https://www.topmarks.co.uk/Search.aspx?Subject=26
https://wowscience.co.uk/