Intent of the Science Curriculum:

Leigh St Mary’s Science curriculum aims to develop a sense of excitement and curiosity about natural phenomena and an understanding of how the scientific community contributes to our past, present and future. We want pupils to develop a complex knowledge of Biology, Chemistry and Physics, but also adopt a broad range of skills in working scientifically and beyond. Lessons are inclusive and meaningful, so all pupils may experience the joy of science and make associations between their science learning and their lives outside the classroom. Studying science allows children to appreciate how new knowledge and skills can be fundamental to solving arising global challenges. Our curriculum aims to encourage critical thinking and empower pupils to question the hows and whys of the world around them.

The Essential Characteristics of Scientists:

• The ability to think independently and raise questions about working scientifically and understand the knowledge and skills that questioning brings

• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations

• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings

• High levels of originality, imagination or innovation in the application of skills

• The ability to undertake practical work in a variety of contexts, including fieldwork

• A passion for science and its application in past, present and future technologies

(Chris Quigley Essentials Curriculum)

Implementation of the Science Curriculum:

Leigh St Mary’s Primary’s Science  is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. A range of engaging recall activities promote frequent pupil reflection on prior learning, ensuring new learning is approached with confidence. Using elements of the Kapow Science curriculum, the Science in Action strand is interwoven throughout the curriculum to make the concepts and skills relevant to pupils and inspiring for future application. Cross-curricular links are included throughout each area of learning, allowing children to make connections and apply their science skills to other areas of learning. Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics and to show progression throughout the school we have grouped the National Curriculum content into six key areas of science:

• Plants
• Animals, including humans
• Living things and habitats
• Materials
• Energy Forces, Earth and space.

Pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant specialist vocabulary. As suggested in Ofsted’s Science research review (April 2021), the ‘working scientifically’ skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. Within the curriculum teachers plan practical activities that aid in the progression of individual skills and also provide opportunities for full investigations.

Impact of the Science Curriculum:

The impact of the Science curriculum can be constantly monitored through both formative and summative assessment opportunities. Pupils leave school equipped with the requisite skills and knowledge to succeed in key stage 3 Science. They will have the necessary tools to confidently and meaningfully question and explore the world around them as well as critically and analytically experiencing and observing phenomena. Pupils will understand the significance and impact of Science on society.

The expected impact of the Science curriculum is that pupils will:

• Develop a body of foundational knowledge for the Biology topics in the National Curriculum: Plants; Animals, Including Humans; Living Things and their Habitats; Evolution and Inheritance.
• Develop a body of foundational knowledge for the Chemistry topics in the National Curriculum: Everyday Materials; Uses of Everyday Materials; Properties and Changes of Materials; States of Matter; Rocks.
• Develop a body of foundational knowledge for the Physics topics in the National Curriculum: Seasonal Changes; Forces and Magnets; Sound; Light; Electricity; Earth and Space.
• Be able to evaluate and identify the methods that ‘real world’ scientists use to develop and answer scientific questions.
• Identify and use equipment effectively to accurately gather, measure and record data.
• Be able to display and convey data in a variety of ways, including graphs.
• Analyse data in order to identify, classify, group, and find patterns.
• Use evidence to formulate explanations and conclusions.
• Demonstrate scientific literacy through presenting concepts and communicating ideas using scientific vocabulary.
• Understand the importance of resilience and a growth mindset, particularly in reference to scientific enquiry.
• Meet the end of key stage expectations outlined in the National Curriculum for Science.