Intent

At St Joseph’s Catholic Primary School, our intent for Science is for our children: 

• to enjoy science by ensuring that lessons are engaging and fun.
• to ask questions about their world by building on their natural curiosity.
• to develop their scientific knowledge and find answers through first-hand experience and practical investigations.
• to ensure they are equipped with the scientific knowledge required to help take their learning further.
• to have access to the language and vocabulary of science.
• to develop their science capital.

Implementation

Science is taught throughout the school in weekly lessons and is delivered by class teachers.  The school follows Developing Experts and the Cornerstones which covers units of study linked to the National Curriculum and supports teachers with their lesson planning. Each of the units shows progression in the key scientific knowledge and concepts required from Year 1 to Year 6. Other sources may also be used to enhance the lessons in order to meet the needs of the children. We ensure that appropriate scientific vocabulary is used when studying a particular area of science, a list of the scientists who are working, or have worked, in that particular area of science and practical activities to support the learning.

EYFS

In Early Years, children engage in scientific activities through their study and acquirement of Understanding the World (UW). Reception pupils follow the Early Years Curriculum for UW and are assessed initially against Cornerstone's criteria, moving to the Early Years Profile towards the end of their Reception year.

Key Stage 1

The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

• Asking simple questions and recognising that they can be answered in different ways.
• Observing closely, using simple equipment.
• Performing simple tests.
• Identifying and classifying.
• Using their observations and ideas to suggest answers to questions.
• Gathering and recording data to help in answering questions.

These will be taught through the following topics:

• Plants.                                                                                                                     
• Animals including humans.                                                                                                      
• Everyday materials.                                                                                                                                   
• Seasonal changes (ongoing topic throughout the year).                                                                        
• Living things and their habitats.                                                                                                                
• Uses of everyday materials.

Lower Key Stage 2

The principal focus of science teaching in years 3 & 4 is to enable pupils to broaden their scientific view of the world around them. They should do this through:
 

• Setting up simple practical enquiries, comparative and fair tests.
• Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
• Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
• Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
• Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
• Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
• Identifying differences, similarities or changes related to simple scientific ideas and processes.
• Using straightforward scientific evidence to answer questions or to support their findings. 

These will be taught through the following topics:

• Plants
• Animals including humans
• Everyday materials
• Rocks
• Light
• Forces and magnets
• Living things and their habitats
• Electricity
• Sound
• States of matter

Upper Key Stage 2

The principal focus of science teaching in upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through:
 

• Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
• Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
• Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
• Using test results to make predictions to set up further comparative and fair tests.
• Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
• Identifying scientific evidence that has been used to support or refute ideas or arguments. 

These will be taught through the following topics:

• Living things and their habitats                                                                                                           
• Animals including humans                                                                                 
• Properties and changes of materials                                                                                    
• Earth and Space   
• Forces                                                                                                    
• Evolution and Inheritance                                                                                                         
• Light                                                                                                                               
• Electricity

Teachers need to also read and apply the non-statutory guidance within the National Curriculum, to broaden the skills of the children within their class. Children will be involved in a variety of structured activities and in more open ended investigative work including:

• Activities to develop good observational skills.
• Practical activities using measuring instruments which will develop their ability to read scales accurately.
• Structured activities to develop understanding of a scientific concept and open ended investigations.

Skills progression

Progress is monitored by the SLT and Science Subject Leader through book looks to ensure consistency, progression, coverage and a balance between teacher led and practical activities and moderation amongst year groups.

At St Joseph's the children's learning is assessed using the skills progression tool on Cornerstone's where we are able to individually track the children's own progression.

Impact

The children at St Joseph's are confident scientists who can talk about the investigations that they have undertaken. We have Science Ambassadors across the KS2 classes and each year the children take part in British Science Week. .  Children enjoy talking about Science and show a good understanding of the concepts that they have learnt.

Fire class were observing and exploring fossils

• Researching fossils in non- fiction books
• Making rubbings with crayons
• Handling real fossils bought in by Eva
• Digging for fossils and carefully cleaning them to find out what they are

Monday 21^st – Friday 25^th June

What a fantastic week it has been at St Joseph’s. The children have been actively engaged in range of STEM activities to enhance and develop their skills below.

Our week kicked off with a visit from FIZZ Pop Science who led workshops for each class based on our theme, Transport.

Working Scientifically in class
Being Scientists!

• Which material or size will be the best for a paper aeroplane?
• Who can make the tallest stable structure out of spaghetti and marshmallows?
• Who did the poo?

Air and Fire class went to the park to test the equipment and to understand their knowledge of forces.

In the afternoon we set up a range of child led investigations outside to extend their curiosity. The children could choose their own equipment to observe, collaborate and test out their findings.

Whole school STEM challenge

Design a vehicle for the future

Fire class became engineers for the day by planning, designing and creating

their designs using a range of resources such as junk modelling, Lego etc… They learnt some key DT methods to assemble their creations.

At the end we created a gallery so the children could observe and evaluate their own and each other’s masterpieces.

‘Next time I’ll put a roof on to stop the rain’ Piper

‘I’ll make mine more curved’ Wyatt

‘I’ll do a top level next time’ Ivy

Children’s responses to our Science week

‘Science at ST Joseph’s is exciting because we get to make things but it doesn’t matter if it doesn’t work’ Praise

‘I liked doing Science outside’ Grace