Nether Kellet Primary School
Nether Kellet Primary School

Science

At Nether Kellet we want our children to be naturally curious about the world around them. We want to embrace their sense of wonder about natural phenomena and to guide them into becoming enquiry-based learners. The science in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live. We want our children to develop an understanding of the uses and implications of Science, how it has changed and shaped our lives and how vital it is to the world’s future prosperity. 

Scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. Topics, such as Plants, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. Thus allowing the children to grow in their understanding, building upon their prior knowledge and increasing their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory. 

Science teaching at Nether Kellet involves adapting and extending the curriculum to match all pupils’ needs to ensure they are challenged and achieve success, regardless of their starting point. Where possible, science is linked to class topics. Science is taught as discrete units and lessons where needed to ensure coverage in line with the National Curriculum requirements. Teachers plan to suit their children’s interests, current events, their own teaching style, the use of any support staff and the resources available. Opportunities are sought to teach science through all of the primary subjects.

 We ensure that all children are provided with rich learning experiences that aim to:

  • Prepare our children for life in an increasingly scientific and technological world today and in the future. 
  • Help our children acquire a growing understanding of the nature, processes and methods of scientific ideas. 
  • Help develop and extend our children’s scientific concept of their world. 
  • Build on our children’s natural curiosity and developing a scientific approach to problems. 
  • Encouraging open-mindedness, self-assessment, perseverance and developing the skills of investigation – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating. 
  • Develop the use of scientific language, recording and techniques. 
  • Develop the use of computing in investigating and recording. 
  • Make links between science and other subjects.

We use enquiry-based learning in Science, starting with open-ended questions which the children discuss leading to their own investigations.  

SEND: For children with Special Educational Needs and Disabilities, we ensure that all teaching and learning is inclusive and that children are supported wherever necessary with resources, teaching assistant or teacher support and additional input if required. We are also aware that some children excel in this subject but may find the recording and “English” skills more difficult so we provide support accordingly to ensure that all children achieve their potential. Teachers do not ‘assume’ scientific ability based on aptitude in other areas. Instead, all children are given an equal opportunity to thrive scientifically.

We have a wide variety of scientific equipment and resources for the children to use in their investigations including test tubes, bug collection and viewing equipment, weather measuring tools, force meters etc. We frequently use our outdoor environment to enhance our learning in science and are fortunate enough to have a beautiful garden, planted to attract bees, a pond area and copses giving us a range of natural habitats, plants and creatures to explore.

Through scientific investigation, there is a strong emphasis on working both independently and as part of a team focusing on creativity, cooperation, questioning skills and the use of good communication when discussing their findings. Links are regularly and consistently made to our school Planet Inspiration characters. (Planet Inspiration and Growth Mindset)

PLANNING

Teachers’ planning ensures there is a progression of knowledge and skills across the school with planned assessment and enquiry opportunities. The following documents (from www.planassessment.com) are used to support teachers in their planning.

  • ‘Theme Overview’ – This document details which Science units will be covered in each theme of our 2 year programme. 
  • ‘Progression in Knowledge’ – These documents details our progression in knowledge for each area of learning in Science.
  • ‘Progression in Vocabulary’ – This document details our progression in key vocabulary that we teach for each area of learning in Science.
  • ‘Knowledge Matrices’ for sequence of enquiry. These documents include prior learning, future learning, key learning and vocabulary, common misconceptions and possible activities or outcomes. As we teach children in mixed year classes, teachers will cover the learning for both appropriate year groups during the topic. Teaching will be adapted to meet the needs of all learners by paying close attention to the prior and future learning alongside assessment information provided from previous teaching in other classes. Teachers use these documents to secure their understanding of how this step in learning fits into a child’s wider learning journey in that aspect of Science. Copies of these can be accessed below.
  •  ‘Examples of work’ for WAGOLL (What A Good One Looks Like).
  • ‘Progression in Working Scientifically’ for detailed skills progressions. Teachers use this document when teaching all areas of Science. Teachers planning ensures full coverage of these aspects of learning across the year.

Teachers build on prior learning by identifying knowledge which has been taught in earlier classes (see knowledge matrices below) and making effective use of teacher assessment from earlier units of study.

Theme Overview

Progression in Knowledge

For our progression documents, please see files at the bottom of the page.

 

Progression in Vocabulary

Knowledge Matrices – Year 1 and 2 – Chestnut Class

Knowledge Matrices – Year 3 and 4 – Sycamore Class

Knowledge Matrices – Year 5 and 6 – Beech Class

Examples Of Work

Class teachers access examples of work using the following link:

https://www.planassessment.com/copy-of-plan-knowledge-matrices-tea

Examples are available for each topic and can be used to help teachers with planning, expectations and/or assessment. 

Progression in Working Scientifically

ASSESSMENT

Teachers use a range of formal and informal assessment methods including observation, written work and listening to responses to support children’s learning. Each unit of work has an ‘End Point’ with key learning, chosen by the subject leader to ensure progression in knowledge and understanding across school. Assessments against this key learning is recorded and passed on to the next teacher to inform planning for future learning. Teachers also record if any additional resources or professional development are required in order to allow for outstanding provision moving forward. The subject leader monitors these assessment documents to evaluate standards across school.

The following resource is available for teachers across school to support assessment judgements during scientific investigations.

TAPS Focused Assessment Tasks

https://pstt.org.uk/resources/curriculum-materials/assessment

DIFFERENT TYPES OF ENQUIRY

Within Science, children are taught five types of enquiry.

  • Research using secondary sources.
  • Observing over time.
  • Identifying, classifying and grouping.
  • Comparative and fair testing.
  • Pattern seeking.

Teachers use the following resources to support planning for these lines of enquiry:

Enquiringscience4all – further ideas for enquiry types

https://seerih-innovations.org/enquiringscience4all/downloads/

Examples of different types of enquiry in each topic

https://www.primary-science.co.uk/product-page/science-enquiry-supporting-the-curriculum-year-1-6

Crest Awards – STAR (KS1) and SUPERSTAR (KS2) support discussion, choice and scaffolds for investigations

https://primarylibrary.crestawards.org/

ADDITIONAL INFORMATION/STIMULI

Teachers inspire children through a range of techniques, including stories, investigations, play, demonstrations, videos and visiting experts/scientists. The following resources are used for ideas by staff across school.

Molliebird Teachers’ Guide

https://pstt.org.uk/resources/resources-available-through-tts/the-molliebird

My Everyday Science KS2

https://www.tes.com/teaching-resources/shop/jennywatson

Stay Home Science Lab with Jules Pottle

https://www.sciencethroughstory.com/stay-home-science-lab

Ogden Trust Phizzi Enquiry – encourages curiosity and questioning in EYFS

https://www.ogdentrust.com/resources/?curriculum=&age=3-5-years&series=