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Science –

Intent, Implementation and Impact

Intent

At Stanhope Primary School, it is our intent that all pupils, regardless of background and ability, have access to a broad and balanced science curriculum. Through the delivery of learning opportunities that inspire all children to succeed, it is our intent that:

• The Science curriculum nurtures a healthy curiosity about our universe.
• Children are equipped with the confidence to ask questions and engage in science-based discussions which affect their own lives and the future of our world.
• Scientific processes are built upon over time and developed through investigations and first hand experiences.
• To build cultural and scientific capital through a range of experiences and learning.

Implementation

All pupils at Stanhope Primary School have access to high-quality Science teaching, delivered by staff. The teaching of Science at Stanhope Primary School is implemented in the following ways:

Early Years Foundation Stage:

• Children develop the scientific attitudes of curiosity, cooperation, creativity, sensitivity to living things and reflection. This is taught through the “Understanding of the World” area of the Early Years Curriculum and these form the foundations of their scientific enquiry skills.

Key Stage 1:

• Children are provided with opportunities to experience and observe phenomena.
• Children look more closely at the natural and humanly-constructed world around them.

All of the children are taught the following practical scientific methods, processes and skills through the teaching of the programme of study content:

• asking simple questions
• 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

Lower Key Stage 2:

Children are given the opportunity to broaden their scientific view of the world around them. Children are taught the following practical methods scientific methods, processes and skills through the teaching of the programme of study content:

• asking relevant questions and using different types of scientific enquiries to answer them.
• 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.
• gathering, recording, classifying and presenting data in a variety of ways to help answering questions.
• recording findings using scientific language, drawings, labelled diagrams, key, 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.

Upper Key Stage 2:

The principal focus of teaching science in upper key stage 2 is to enable children to develop a deeper understanding of a wide range of scientific ideas. Children are taught the following practical scientific methods, processes and skills through the teaching of the programme of study content:

• 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, casual 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.

We meet National Curriculum expectations for Science through a coherent scheme of study that is progressive throughout the school, and ensures there is a focus on knowledge and skills. Throughout their time in school, pupils are supported to develop a secure understanding of each block of key knowledge and concepts before progressing onto the next stage and this is documented in the progression document. Pupils’ learning is directed towards specifically identified end points in the scheme of study and opportunities to assess and revisit and assimilate learning into pupils’ long term memory are provided. There are opportunities to observe processes and natural phenomena in the forest school and outdoor environment. All children are provided with the opportunity to participate in scientific experiments.

The whole school will participate in science themed weeks such as the Antarctic treaty project and science week.

Key stage 2 pupils have the opportunity to participate in a “Science Fair” in school and share their work with teachers and parents.

Key Stage 1 and 2 pupils have the opportunity to attend Science Club at a designated time throughout the school year.

Impact

At Stanhope Primary School we measure the impact of our curriculum through the following methods:

• Regular verbal feedback is given within all lessons to both praise pupil performance and offer clear guidance on how they can improve.
• Within each lesson, children develop a wider range of subject specific vocabulary.
• Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
• Continuous assessment of pupil discussions about their learning.
• Images of the children’s’ practical learning displayed in floor books.
• Interviewing the pupils about their learning (pupil voice).
• Moderation staff meetings where pupils’ books are scrutinised and there is the opportunity for teachers to discuss and understand their class’s work.
• Annual reporting of standards across the curriculum.
• Marking of written work in books.

Children will be able to link their scientific experiences to the wider world and their role within it. They will understand some of the challenges faced by the human race, its wider ecological system and the planet’s future.

Science Curriculum Overview

Science Curriculum Progression Map

English – Reading

Intent, Implementation and Impact

Intent

At Stanhope Primary School, we believe that Reading is a fundamental aspect of our curriculum. We believe that Reading is the key to success and is a lifelong skill to succeed in life. At Stanhope, we promote a love for learning in order to encourage children to take interest in reading a variety of books.

Throughout their time at school, pupils develop and expand their comprehension skills whilst becoming fluent readers. We expect our pupils to read both fluently and widely and encourage all children to express their thoughts and opinions. At school, pupils have access to a wide range of text types and genres from a variety of authors and can independently select their books for pleasure.

Implementation

At Stanhope Primary School, we teach daily phonics using the Read Write Inc (RWI) programme in order to build important foundations for lifelong readers. The teaching of phonics is a high priority within Early Years Foundation Stage (EYFS) and Key Stage One (KS1).

In Nursery, our children begin to develop their listening skills and start to discriminate between sounds, recognising rhythm and rhyme.

In Reception, our children are introduced to Set 1 sounds following our RWI programme. As they progress to Year 1, the children are taught both Set 2 and Set 3 sounds. Every day, staff systematically teach pupils the relationship between sounds and spelling patterns.

All pupils within KS1 and children in KS2, who require further support in phonics, are taught in groups, which are determined by termly RWI assessments. Children within KS1 and KS2 may also receive targeted interventions weekly in order to ‘keep up’.

In order to develop fluency in Reading, each child in EYFS receive weekly Reading books. Pupils within KS1 as well as those children in KS2, who are accessing daily RWI sessions, all receive a copy of the RWI phonics book they have been reading in their sessions as well as a corresponding RWI Book Bag Book.

Children with KS2 have access to a wide range of books all banded to show progression. The children have access to Oxford Reading Tree, TreeTops, Project-X and Songbirds.

From Year 2 to Year 6, pupils use both Accelerated Reader and myON to support every child to become independent fluent readers. The children have access to a wide variety of books within the different ZPD bands. Every half term, the children complete a STAR Reading Test in order to obtain their current ZPD level. Pupils can independently select a book within their ZPD.

At Stanhope Primary School, we always encourage a love of reading through our classroom libraries and main school library. We participate in special events each academic year including Roald Dahl Day, World Book Day as well as Book Fair and Book Clubs.

Impact

At Stanhope Primary School, we expect our students to leave at the end of Year 6 with excellent communication skills that they can transfer into secondary school and later life.

It is important that children achieve through enthusiasm and engagement as well as attainment and progress. Regardless of each child’s starting points, we provide endless opportunities to develop their speaking and listening skills as well as their thinking and problem solving.

At the end of primary school, we hope that all children are enthusiastic about reading. We expect all pupils to read fluently across a wide range of genres including fiction, non-fiction and poetry.

Reading Curriculum Overview

Reading Curriculum Progression Map

Please click the link below for Stanhope Primary School’s Financial Benchmarking

https://schools-financial-benchmarking.service.gov.uk/School/Detail?urn=108676

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Keeping Children Safe in Education

Please find below a section regarding online safety. Please click the links which will direct you to useful websites.

The use of technology has become a significant component of many safeguarding
issues. Child sexual exploitation; radicalisation; sexual predation: technology often
provides the platform that facilitates harm. An effective approach to online safety
empowers a school or college to protect and educate the whole school or college
community in their use of technology and establishes mechanisms to identify,
intervene in, and escalate any incident where appropriate.

The breadth of issues classified within online safety is considerable, but can be
categorised into three areas of risk:

• content: being exposed to illegal, inappropriate or harmful material; for example
pornography, fake news, racist or radical and extremist views;

• contact: being subjected to harmful online interaction with other users; for
example commercial advertising as well as adults posing as children or young
adults; and

• conduct: personal online behaviour that increases the likelihood of, or causes,
harm; for example making, sending and receiving explicit images, or online
bullying.

Education

Opportunities to teach safeguarding, including online safety, are discussed at paragraph
88-90. Resources that could support schools and colleges include:

• Be Internet Legends developed by Parent Zone and Google is a free internet
safety curriculum with PSHE accredited lesson plans and teaching resources for
Key Stage 2 pupils

• Disrespectnobody is Home Office advice and includes resources on healthy
relationships, including sexting and pornography

• Education for a connected world framework from the UK Council for Internet
Safety supports the development of the curriculum and is of particular relevance to
RSHE education and Computing. It is designed, however, to be usable across the
curriculum and beyond (covering early years through to age 18) and to be central
to a whole school or college approach to safeguarding and online safety.

• PSHE association provides guidance to schools on developing their PSHE
curriculum

• Teaching online safety in school is departmental guidance outlining how schools
can ensure their pupils understand how to stay safe and behave online as part of
existing curriculum requirements

• Thinkuknow is the National Crime Agency/CEOPs education programme with age
specific resources

• UK Safer Internet Centre developed guidance and resources that can help with
the teaching of the online safety component of the Computing Curriculum.

Protecting children

Governing bodies and proprietors should be doing all that they reasonably can to limit
children’s exposure to the above risks from the school’s or college’s IT system. As part
of this process, governing bodies and proprietors should ensure their school or college
has appropriate filters and monitoring systems in place.
Whilst considering their responsibility to safeguard and promote the welfare of
children, and provide them with a safe environment in which to learn, governing bodies
and proprietors should consider the age range of their pupils, the number of pupils,
how often they access the IT system and the proportionality of costs vs risks.

The appropriateness of any filters and monitoring systems are a matter for individual
schools and colleges and will be informed in part, by the risk assessment required by
the Prevent Duty. The UK Safer Internet Centre has published guidance as to what
“appropriate” filtering and monitoring might look like: UK Safer Internet Centre:
appropriate filtering and monitoring.

Guidance on e-security is available from the National Education Network. Support for
schools is available via the: schools’ buying strategy with specific advice on
procurement here: buying for schools.

Whilst filtering and monitoring is an important part of the online safety picture for
schools and colleges to consider, it is only one part. Governors and proprietors should
consider a whole school or college approach to online safety. This will include a clear
policy on the use of mobile technology in the school or college. Many children have
unlimited and unrestricted access to the internet via 3G, 4G and 5G in particular and
the school and college should carefully consider how this is managed on their
premises.

Whilst it is essential that governing bodies and proprietors ensure that appropriate
filters and monitoring systems are in place, they should be careful that “over blocking”
does not lead to unreasonable restrictions as to what children can be taught with
regard to online teaching and safeguarding.

Please click the links below for useful tips on how to keep your children safe online whilst working from home:

8 Steps to keep your child safe

Supporting young people online

Online safety guide

Please click to link below to see the expectations from parents when their child is remote learning:

Expectations from Parents/Carers

Click the link below for a routine guide

Routine guide for children working from home