Science

Impact

Our science curriculum is carefully constructed and planned to give children the skills, knowledge and opportunities to be challenged in their thinking and learning. It allows children to prepare for their next stage of learning and into their future endeavours.

We measure the impact of our curriculum through the following methods:

Pupil discussions and interviews about their learning
Evidence of pupils’ work, gathered at the end of units
Short quizzes aimed at assessing knowledge

Intent

At Tibberton CE Primary School, we know that science is integral to everyday life therefore we take every opportunity to develop our children’s science capital. We understand that to encourage our children’s future prosperity we need to equip them with the necessary skills, knowledge and methods to be successful scientific thinkers.

Science at Tibberton allows children to be curious, inquisitive and excited about the world around them by being ambitious, active and explorative.

Therefore our curriculum is designed cover all areas of the National Curriculum, by being broken down into the skills, knowledge and vocabulary needed. Our science Curriculum Map ensures a solid foundation of knowledge is provided which is then built upon by offering several opportunities to use and build upon prior knowledge.

A key area of learning is exposing the children to a wide variety of scientific enquiry types. Skills and knowledge are developed through different ways of thinking and investigation to allow children to experience awe and wonder about the world around them. This is consistent with our wider curriculum intent: “Where can Tibberton take you?”

Implementation

Our science curriculum has been designed following the National curriculum for KS1 and KS2 and The Early Years Foundation Stage Framework. Teachers use the Curriculum Map to support their plan for learning in a sequenced approach.

Teachers plan their units using the ‘Engaging Science’ materials as this science scheme meets the needs of the 2014 National Curriculum and includes ‘Points to Ponder’ which ask probing questions to prompt scientific thinking and discussion. Where appropriate, the teaching of science skills is linked to the termly topic being taught, other times it will be as a discrete unit. New vocabulary and challenging concepts are introduced and revisited: working scientifically, skills are embedded into all lessons to ensure these skills are being re-examined and developed throughout their time at Tibberton.

Curriculum Journey Science

We hold regular events such as science fairs, science focused assemblies and participation in science week allow pupils to discover a wider range of scientific learning that links to current affairs. This allows children’s capital to prosper and further enhance their enthusiasm for science. By doing this, the children are exposed to the purpose behind science learning and understand that science is accessible to everyone. These events sometimes include the wider community, this enables the children to link their science learning in school to enhance their future aspirations.

End of Unit Assessment – Year 1 & 2 Local Habitats

End of Unit Assessment – Year 2 & 3 Habitats

End of Unit Assessment – Year 5 & 6 Light

End of Unit Assessment – Year 3 & 4 Teeth & Digestion

End of Unit Assessment – Year 3 & 4 – Light

End of Unit Assessment – Year 3 – Animals (including humans)

End of Unit Assessment – Year 2/3 – Animals (including humans)

End of Unit Assessment – Year Five & Six – Forces

End of Unit Assessment – Year Five & Six – Space

End of Unit Assessment – Year Five & Six – Mixtures & Reactions

New Forms

End of Unit Assessment – Year Five & Six – Evolution