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Science Curriculum 2022

The Science Curriculum at Bignold Primary School and Nursery

The Big Ideas in Science

Our goal for Science education is that children become scientifically literate citizens who understand the world around them, through the ‘big ideas’:

  • Investigation – I am a scientist because I ask questions about the world around me and investigate my ideas to increase my knowledge and understanding;
  • Observation – I am a scientist because I predict and observe changes in the world around me carefully; and
  • Explanation – I am a scientist because I try to explain why things happen.

Read the full Science Curriculum document here.

Intent

 Science at Bignold is very much a practical part of the curriculum that enables our children to be ‘Scientists’: make sense of the world around them through exploration, investigation and discovery.  Through practical and meaningful experiences, we seek to develop the key scientific knowledge and the skills of observation, questioning, exploration and investigation to prepare our children for life in an increasingly scientific and technological world. Scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.

 

Our teaching aims are:

  • To provide a curriculum that is coherent, flexible, progressive and applicable to all children.
  • To help our children to acquire a growing understanding and knowledge of scientific ideas.
  • To help develop and extend our children’s scientific concept of their world through their everyday experiences.
  • To foster concern about, and actively care for, our environment.
  • To prepare our children for life in an increasingly scientific and technological world.

Implementation


Formative assessments will be integrated into every day science teaching to ensure teachers have an in depth knowledge of the children’s learning and inform their next steps. The curriculum is led and overseen by the science subject lead and SLT, who regularly monitor, evaluate and review science teaching and learning, celebrating and sharing good practice. Low stakes testing of science will also inform termly assessments and allow for long term memory development and secure understanding of skills.
The teaching, learning and sequencing of science will follow a blocked curriculum, an approach which has been implemented to ensure coverage and progression, also allowing the teacher to link scientific knowledge in with other curriculum areas, which allows retrieval of information over an academic year, with connections made across a variety of subjects.
 The class teacher, supported by the science subject lead, wil
l:   

  • provide a knoweldge organiser which outlines the knowledge (including vocabulary) all children must maste
  • create cycles of lessons for each subject, which carefully plans for progression, depth and connections to other subjects
  • organise trips and visits from experts who will enhance the learning experience

 

Impact

To ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives, science will be monitored through; pupil voice, lesson observations, learning walks, book looks and discussions with class teachers.

The children will:

  • enjoy scientific learning and develop a love of science
  • have an understanding and knowledge of scientific processes
  • develop the skills of investigation - including planning, observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating
  • develop the use of scientific language, recording and technique
  • develop the use of computing in investigating and recording
  • become effective communicators of scientific ideas, facts and data
  • develop a respect for living and non-living things
  • work co-operatively with others
  • build upon their own natural curiosity of the world around them and ask questions.
  • tackle problems confidently and resiliently
  • have high aspirations, which will see them through to further study, work and a successful adult life.

  

As part of Bignold’s science teaching offer, we have two themes that run through all year groups. These focus on environmental issues and the impact of human activity on our planet, and healthy diets and lifestyles. These will be regularly taught and reinforced throughout the year, for example; through making cross-curricular links, assembly themes and awareness days.

 

 The areas taught are:

The environment

To show care and concern for living things and the environment.

To recognise that environments can change and that this can sometimes pose dangers to living things.
To recognise the impact of human activity on the environment.

Healthy lifestyles
To observe the effects of physical activity on their bodies.

To know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.         

To describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
 To identify that humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
To recognise the impact of diet and lifestyle on the way their bodies function
 

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