Science

Intent

At Gretton, we aim to give every child a broad and balanced Science curriculum which enables them to confidently explore and discover what is around them, so that they have a deeper understanding of the world we live in. We want our children to love science and see themselves as scientists, developing a natural curiosity through observing, questioning and experimenting. Our lessons provide the children with a sound foundation of understanding and knowledge within a stimulating, engaging and challenging learning environment. Children are encouraged to build a rich scientific vocabulary and equipped with the skills to communicate their findings effectively. Through providing children with hands-on, practical experiences, we aim for children to leave Gretton with inspiring memories, as well as the key skills and inclination required to further their own understanding of the world.

Implementation

Science is taught throughout the year, following the National Curriculum Objectives, usually discreetly but also incorporating it into other lessons where applicable. By following the National Curriculum objectives we ensure a clear progression in learning with children building on and developing their existing skills. The table below shows our curriculum progression. A more detailed version including all of the objectives is also available in the attached progression of skills document.

	Autumn 1		Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
YR	Understanding the World Development Matters Statements:					Past and Present Early Learning Goal:
	Explore the natural world around them. Describe what they see, hear and feel whilst outside. Understand the effect of changing seasons on the natural world around them.					Explore the natural world around them, making observations and drawing pictures of animals and plants. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Y1/2 Cycle A	Animals including humans		Seasonal change	Uses of everyday materials	Living things and their habitats	Animals including humans	Plants
Y1/2 Cycle B	Living things and their habitats		Plants	Everyday materials	Animal including humans	Animals including humans	Seasonal change
Y3/4 Cycle A	Rocks		Electricity (Some objectives covered in Cycle B)	States of Matter	Living things and their habitats (Some objectives covered in Cycle B)	Animals including humans (Some objectives covered in Cycle B)	Sound
Y3/4 Cycle B	Light		Animals including humans (Some objectives covered in Cycle A)	Electricity (Some objectives covered in Cycle A)	Plants	Forces and magnets		Living things and their habitats (Some objectives covered in Cycle A)
Y5/6 Cycle A	Evolution and Inheritance	Animals including humans		Electricity		Living things and their habitats (including Forest School)
Y5/6 Cycle B	Earth and Space	Light		Forces		Properties and changes of materials

Our curriculum planning encompasses two phases (long-term and medium-term). Our long-term topic plan (as shown above) maps the science topics studied in each term in each class and the medium-term plans provide the details of each unit of work. Apart from in Foundation Stage/Reception, we have mixed-age classes, so the medium-term planning is done on a two-year rotation cycle for Y1/2, Y3/4 and Y5/6 classes. In this way we ensure that children have complete coverage of the National Curriculum and aim for the topics covered to reinforce and build upon children’s existing knowledge and understanding.

We make use of our Forest School sessions to cover certain scientific objectives for example the ‘Living things and their habitats’ unit. We also try to use class trips; workshops, such as the RIAT rocket building workshop; and host visitors, such as our visit by scientists studying the Winchcombe Meteorite, to add to the children’s experience.

The teaching of this subject will be adapted as required to enable children with SEND to access this area of the curriculum, in line with their individual needs and through liaison with the school SENDCo.

Impact

The impact of children’s progress and attainment in Science will be measured through:

Teachers’ marking and observation of children’s written work as well as making observations about their level of engagement and ability to participate in discussions and explain their findings.
Pupil Conferencing – pupils’ enjoyment, interest, participation, confidence, preferences, opinions about lessons, resources and opportunities.
Observations – teaching skills, pupils’ learning, curriculum coverage, curriculum progression, teachers’ skills audit.
Planning scrutiny – curriculum coverage and progression, adaptation to pupils’ needs.