We want children to enjoy science and to develop their natural enthusiasm and curiosity in all lessons. Children will have opportunities to retrieve and embed prior knowledge in order to enhance their confidence with core concepts. This may be rehearsed orally, recapping prior learning, or may include quizzes and other retrieval exercises as children progress through Key Stage 2. Knowledge organisers will support children to recognise and recall core concepts and vocabulary. Key areas of knowledge are taught with the support of demonstrations, film and images, diagrams and research (following resources created by Developing Experts), as well as shorter teacher-led enquiries and activities. In addition, children undertake more extended investigations (using a selection of Cornerstone investigations and resources produced by the Ogden Trust (for Physics)) to supplement and extend those from Developing Experts.

Log in to your account following the link below to revisit learning resources used in school.

During the final half term of each year, an ‘extended’ investigation unit allows children to revisit and develop an aspect of science they have previously studied. This unit will enable children to pursue increasingly child-led investigations that allow them to practise their skills of scientific enquiry, embed their knowledge, and apply it to questions that they develop together.

Our non-fiction library hub has many age-appropriate science texts including several engaging picture books to inspire children to undertake scientific enquiry. Children can select from these texts as part of their ‘Reading for Pleasure’ sessions as well as to support research in science. As children progress through school, they will also develop their confidence to research and evaluate evidence gathered online.

In each class, displays will support children’s learning in the topics they are studying, presenting key vocabulary, concepts and questions to be investigated, as well as information about famous scientists where appropriate. Teachers will also provide appropriate models to support children in developing scientific skills including presentation of their work. These displays will provide a reference point for children and will also develop with them as they progress through each unit.

Whilst the primary focus of scientific enquiry is to develop the skills and knowledge that equip children to develop a life-long interest in science, we also recognise that mathematical, literacy and oracy skills are also vital for a scientist to be effective. Children will have many opportunities to apply their mathematical skills (especially those gained in data handling and statistics) as well as apply reading and writing skills (e.g. in research, when recording observations and when writing up reports). Oracy skills are practised in peer and class discussion as well as when presenting scientific conclusions and children are taught to consider the purpose and audience for which they are undertaking an investigation.

Each year, we participate in Science Week activities to promote engagement with and enthusiasm for science, culminating in a Science Fair to share children’s independent projects. Through the Ogden Trust Partnership, we work with other local schools to create opportunities for children to participate in external workshops and share their research findings beyond our own community.

Science ambassadors (from Year 5 and Year 6) as well as Eco-ambassadors (Y4-Y6) provide a strong student-led impetus for scientific enquiry and interest. Our Science ambassadors have participated as judges in the Royal Society, Young People’s Science Book Prize. They also lead a science workshop in school for Key Stage 1 children during Science Week. Eco-ambassadors promote understanding of climate change and its impact on human development. They seek to encourage ways for us to reduce our carbon footprint and to understand and develop our engagement with the natural world in school (e.g. by encouraging energy efficiency, promoting recycling and by developing interest in gardening and care of wildlife (e.g birds) via RSPB Wild Challenge awards). They draw on their scientific knowledge and enthusiasm to help monitor and promote awareness of ecological issues.

Encouraging home learning

All children have a log in for the Developing Experts website that they can use at home if they wish. They can revisit videos and activities and complete ‘Rocket word’ quizzes to support knowledge retention. We also encourage children to participate in science challenges, which they can use to earn Crest Star and Superstar Science Awards.

Where appropriate, the school blog will also post topics of scientific interest in the media that are relevant to topics children are studying or will promote engagement with science.

Inclusion

All children will be supported to access the curriculum and develop their understanding of science. A climate of open enquiry and positive challenge will encourage children to have the confidence to ask questions and share their ideas. Scaffolds (e.g. visual prompts, word banks, additional discussion and practical support) will be provided, where necessary, to support vocabulary acquisition and to facilitate recall of key concepts. Peer and adult support will be used, as appropriate, to enable all children to play an active in the design and implementation of investigations and to share their observations and interpretation of evidence.

Assessment

Teachers will assess scientific understanding in lessons via questioning and discussion, as well as in response to practical investigations, and by marking work recorded in books. Children will also complete retrieval practice tasks that will enable teachers to establish whether knowledge is being retained. The outcomes of these assessments will help teachers to target teaching appropriately to support children to achieve national standards in Science.

Short unit assessments provide a further indication of the extent to which core concepts and knowledge are secure. In Year 6, longer written Science assessments based on national standardised tests will be undertaken to support summative assessments.

Staff record progress against assessment objectives on Insight to be able to identify quickly where additional support and further challenge is required.

Cross-curricular links

Where relevant, cross-curricular links are cultivated and understanding of the History of Science and Applied Science, in particular, are supported by learning in History and Geography and in Design Technology. Literacy and Mathematical skills as well as those in Computing also provide valuable opportunities to develop and embed skills that can be applied in science.

By the time children reach Year 6, they will have secure conceptual and thematic knowledge, combined with a confidence in the skills needed to ‘work scientifically’ that will enable them to draw critically on their understanding of the foundations of science and achieve well at Key Stage 3 and beyond. They will have the skills and the knowledge to be able to ask appropriate questions and frame efficient and effective scientific investigations, and to work successfully to complete them. Our aim is that children have a secure foundation and enjoyment of science that will sustain them during the transition to secondary education. For those children who choose not to continue with Science beyond Key Stage 4, the knowledge and skills acquired at Stretton will support them to be informed, engaged and positive citizens who can engage critically with current affairs and evaluate contributions to scientific debate objectively.