Science teaching at PSJ aims to give all children an understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of Science, today and for the future. Staff in Key Stage 1 and Key Stage 2 follow the National Curriculum whilst Early Years Foundation Stage follow the EYFS Framework.

Growing Roots:

• scientific knowledge and conceptual understanding;
• nature, process and methods of science;
• uses and implications of science today and for the future.

Standing firm in Faith:

• Use verbal and written reasoning to explain scientific concepts;
• Understanding that we can stand by our initial hypothesis even if they turn out to be incorrect;

Being bold in all we do:

• Having courage to try new approaches to scientific work;
• Testing a hypothesis and explain what we have done to keep tests fair;

Across KS1 and KS2 current and previous skills are displayed within The Association for Science and Education, (ASE) and key vocabulary from each unit will be displayed. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Key vocabulary is used as an introductory lesson to the science topic.  Coverage in EYFS does lay string foundations and is taught in a more fluid approach. The science policy outlines the teaching and learning across school and helps the implement the curriculum. Science is blocked throughout the academic year with opportunities for practical investigation built into half term.

At Pilling St John’s scientific enquiry skills are included in each topic the children study and these topics are revisited. For example topics, such as Plants, are taught in Key Stage One and studied again in further detail within Key Stage Two. (See the two year cycle). This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding knowledge. The ASE format also indicates children’s prior knowledge and the criteria for age related expectations. All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question. This is the introductory lesson to the science topic.

Teachers are provided with an additional time during the year in addition to their PPA, to plan their curriculum. As part of this planning process, teachers need to plan the following:

• A knowledge organiser which outlines knowledge (including vocabulary) all children must master;
• A cycle of lessons for each subject, which carefully plans for progression and depth;
• Challenge questions for pupils to apply their learning
• Trips and visits from experts who will enhance the learning experience;

Our Science Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

• Teachers’ judgements are moderated internally and externally at Science cluster meetings.
• A celebration of learning for each term which demonstrates progression across the school;
• Tracking of knowledge in pre and post learning quizzes;
• Pupil discussions about their learning;
• Key Stage 2 are given the opportunity to answer scientific questions based on the real world.