Science

"Science is not a boy's game, it's not a girl's game.  It's everyone's game.  It's about where we are and where we're going." (Nichelle Nichols) 

 

We recognise the importance of a high-quality science education, from Early Years to Key Stage 2, that provides the foundations for understanding the world. Science has changed our lives and is vital to the world’s future prosperity. Children are taught essential aspects of the knowledge, methods, processes and uses of science through the specific disciplines of biology, chemistry, physics and earth science. Through building up a body of key foundational knowledge and concepts, children are encouraged to develop a sense of excitement and curiosity about natural phenomena, to question and find out more about the world around them, and to recognise the power of rational explanation as they use their scientific understanding to explain what is occurring, predict how things will behave, and analyse causes.

 

By the time our children leave us at the end of Key Stage 2, the Chalklands Science Curriculum ensures they:

• have scientific knowledge and conceptual understanding across the specific disciplines of biology, chemistry, physics and earth science
• understand the nature, processes and methods of science through different types of scientific enquiry 
• have the scientific knowledge required to understand the uses and implications of science, today and for the future
• have a broadened understanding of the world around them and how/why certain processes take place
• are inquisitive, and motivated by an instilled sense of awe and wonder about the world around them, eager to learn more about it
• are able to work scientifically, using the 5 enquiry skills, with confidence, in different contexts, and as a driving force for future science learning, enabling them to gain an understanding of the nature, processes and methods of science
• learn, think, read, write and speak like scientists
• have an understanding of key scientists throughout history and how their observations have influenced our understanding of the world today
• have had enriching science experiences through workshops and trips to develop a love of science.

 

The acquisition and development of scientific knowledge and skills begins in the Early Years - in particular, within the area of learning entitled ‘understanding the world’.  Here we create an ethos of curiosity, exploration, and a love of learning through purposefully planned responses to children’s interests, continuous provision, high quality interactions, real-life experiences and a stimulating, enabling, language-rich indoor and outdoor learning environment.

 

In Key Stage 1 and Key Stage 2, scientific knowledge and concepts are grouped into half termly or termly units of learning. Units are categorised into the specific disciplines of biology, chemistry, physics and earth science. They include animals, including humans and plants, forces and light, materials and rocks, and seasonal change and earth and space.  We have carefully sequenced units of learning within and across year groups.  Our decision making process involved several points.  Fundamentally, our sequencing decisions demonstrate our recognition of the importance of children developing a secure understanding of each unit in order to progress to the next.  For example, in year 1, children learn about humans before learning about animals.  At times, sequencing decisions are resource driven.  For example, light is deliberately taught in the summer months and seasonal change is taught four times across the year so the changes are experienced as they occur.  In some cases, sequencing decisions reflect opportunities to forge purposeful and immersive cross curricular links which intend to maximise children’s engagement with and motivation to study science.  For example, rocks is taught during the history unit where children learn about the Stone Age.

 

Opportunities for children to develop skills in working scientifically, through enquiry-based child and adult led investigations are embedded into every unit.  These opportunities encourage our children to think scientifically about the world around them, to question what they experience, and to explore and 

 

discover for themselves.  Such scientific enquiries include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. When doing so, children also have the opportunity to use and apply their mathematical understanding from the statistics domain, including collecting, presenting and analysing data. 

 

We help children to build an understanding of key scientists throughout history and how their observations have influenced our understanding of the world today by providing regular, relevant exposure to key scientific theories and theorists. These come from a variety of countries, points in time, and social backgrounds.

 

Oracy

The Chalklands Science Curriculum reflects the importance of spoken language in children’s development across the whole curriculum – cognitively, socially and linguistically.  It reflects our understanding that the quality and variety of language that children hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. Children are assisted in making their thinking clear, both to themselves and others; teachers ensure that children build secure foundations by using discussion to probe and remedy their misconceptions.

 

Children are supported to describe associated processes and key characteristics in both common language and using technical terminology accurately and precisely, building an extended specialist vocabulary over time. They are encouraged to predict and ask questions, incorporating key vocabulary to explain their thinking in depth. When developing skills to write an effective conclusion, children are encouraged to orally compose as a class, in groups, or in pairs, with the scaffolding being gradually reduced. Sentence stems are frequently displayed for children to use when creating definitions or explaining their understanding of a concept. Concept cartoons are used to initiate discussions about different topics and consider various views and increase regular use of specific scientific vocabulary. 

 

Teaching

Our pedagogical principles drive teaching and learning across our school - including within Science.  They support the transfer of knowledge and skills from working to long term memory, strengthen memories, increase retention, build deep, holistic, connected, and sustainable thinking, and ensure all children know more, remember more, and can do more. 

 

At Whyteleafe, we understand the importance of outdoor learning as it encourages children to develop an appreciation of the outdoors whilst broadening the range of environments in which they experience learning. In turn, this enables them to have enhanced, and therefore more memorable, learning experiences. We aim to deliver aspects of our science curriculum using the outdoor learning approach, where appropriate, to give the children the chance to gain those exciting and engaging science experiences.

 

Science: a way to understand our world by carefully thinking about it and testing our guesses with observations and experiments

 

Whyteleafe Science Fair

Each year, Whyteleafe hosts its very own Science Fair! Children in Year 1 through to Year 6, produce a project based around a question or a famous scientist. This is always a very popular event and enables children to explore areas of Science which interest them. Classes are then invited to explore the projects throughout the day, enabling great oracy opportunities and children are able to learn through the work of others.

 

Science leaders

Each year, we appoint 6 Science Leaders from Year 5. The role of a Science Leader is to support and organise Science Club, Science day/week and the Science Fair. The Science Leaders share their love and understanding of science through their role as well as supporting a range of children. Science leaders develop their scientific language and vocabulary as they have to carefully consider how to explain it to the younger children.