Intent, Implementation and Impact
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.
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.
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 pupils have the opportunity to attend Science Club at designated time throughout the school year.
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.