The national curriculum states, “A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.”
The national curriculum for science aims to ensure that all pupils:
At Chalk Ridge, we want our children to be confident and curious pupils who apply their schemas of knowledge and skills in a scientific way, carrying out inquiries to answer scientific questions about the world around them. We will see their progression throughout their time at Chalk Ridge because they will know more, remember more and are able to do more.
In the Foundation Stage, children are taught Science through the key area of learning set out within the EYFS Statutory Framework. Through a broad range of teacher-led, child-initiated and continuous learning opportunities, children will be taught to:
In KS1 and KS2, children continue to build on their science knowledge with more formal weekly science lessons. Every lesson begins with retrieval practise of prior learning which links to the new disciplinary and substantive knowledge that will be taught in the lesson through a concept relating to biology, chemistry or physics. Regular opportunities for scientific inquires will be planned within a learning journey to allow children to put their new substantive and disciplinary knowledge into practise and context.
The substantive knowledge is divided into the following concepts:
The following disciplinary knowledge progresses and develops through the primary phase and links to the working scientifically statements in the national curriculum:
Pupils enjoy, and are successful in, learning across a wide range of concepts the substantive knowledge of Biology, Physics and Chemistry by using their disciplinary knowledge in inquiry situations. The curriculum is well designed and is regularly adapted to meet pupils’ needs.
We measure impact through:
Observation of teaching and learning will show: