SCIENCE at Marsh Gibbon CE School
INTENT
At Marsh Gibbon CE School, we provide a high-quality science education, inspiring pupils’ curiosity and fascination about the world and its people, that will remain with them for the rest of their lives. Teaching to equip pupils with knowledge relating to the products and practices of science and to develop a sense of excitement and curiosity about natural phenomena. As pupils progress, their growing knowledge about the practices of science will help them deepen their understanding of how scientific knowledge becomes established through scientific enquiry.
“We live in an in-between universe, where things change, but according to patterns, rules, or as we call them, laws of nature. If I throw a stick up in the air, it always falls down. If the sun sets in the west, it always rises again the next morning in the east. And so it becomes possible to figure things out. We can do science, and with it we can improve our lives.” Carl Sagan
IMPLEMENTATION
To ensure high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. Science capital is used and encouraged as we feel this is important in enabling all children to gain experience of science in the wider world and in contextual ‘real life’ experiences. Science is taught as a double lesson once a week / or two single lessons according to Key Stage. A new unit is commenced every half-term and focuses on the knowledge and skills stated in the NC. The science curriculum is based on the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage (in addition KS1 have two additional Physics based units to inspire their love and natural curiosity of the subject). Teachers plan lessons using our progression of knowledge and vocabulary documents. This ensures the curriculum is covered and knowledge is taught progressively.
Science teaching focuses on enabling the children to think as scientists. A variety of approaches are used based on the teacher’s judgement. The subject provides excellent opportunities to enhance the learning of more able pupils through higher order questioning requiring reasoning and justification.Educational visits are encouraged as an opportunity for teachers to plan science learning outside the classroom. Trips to Science Oxford, the local area and visits from professionals give ample opportunities for learning.
IMPACT
Within science, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry-based learning opportunities. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school. Our science curriculum is high quality, well thought out and is planned to demonstrate progression of knowledge, skills, and vocabulary. Children will deepen their understanding regarding the products and practices of science and how scientific knowledge becomes established through scientific enquiry
We measure the impact of our curriculum through the following methods:
· Assessing children’s understanding of a unit before it commences to inform planning (KWL)
· Marking of work in books
· Images of the children’s practical learning/recording using large floor books
· Interviewing the pupils about their learning / pupil voice
· Moderation staff meetings/lesson learning walks which provides opportunities for a dialogue
At Marsh Gibbon CE School, we provide a high-quality science education, inspiring pupils’ curiosity and fascination about the world and its people, that will remain with them for the rest of their lives. Teaching to equip pupils with knowledge relating to the products and practices of science and to develop a sense of excitement and curiosity about natural phenomena. As pupils progress, their growing knowledge about the practices of science will help them deepen their understanding of how scientific knowledge becomes established through scientific enquiry.
“We live in an in-between universe, where things change, but according to patterns, rules, or as we call them, laws of nature. If I throw a stick up in the air, it always falls down. If the sun sets in the west, it always rises again the next morning in the east. And so it becomes possible to figure things out. We can do science, and with it we can improve our lives.” Carl Sagan
IMPLEMENTATION
To ensure high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. Science capital is used and encouraged as we feel this is important in enabling all children to gain experience of science in the wider world and in contextual ‘real life’ experiences. Science is taught as a double lesson once a week / or two single lessons according to Key Stage. A new unit is commenced every half-term and focuses on the knowledge and skills stated in the NC. The science curriculum is based on the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage (in addition KS1 have two additional Physics based units to inspire their love and natural curiosity of the subject). Teachers plan lessons using our progression of knowledge and vocabulary documents. This ensures the curriculum is covered and knowledge is taught progressively.
Science teaching focuses on enabling the children to think as scientists. A variety of approaches are used based on the teacher’s judgement. The subject provides excellent opportunities to enhance the learning of more able pupils through higher order questioning requiring reasoning and justification.Educational visits are encouraged as an opportunity for teachers to plan science learning outside the classroom. Trips to Science Oxford, the local area and visits from professionals give ample opportunities for learning.
IMPACT
Within science, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry-based learning opportunities. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school. Our science curriculum is high quality, well thought out and is planned to demonstrate progression of knowledge, skills, and vocabulary. Children will deepen their understanding regarding the products and practices of science and how scientific knowledge becomes established through scientific enquiry
We measure the impact of our curriculum through the following methods:
· Assessing children’s understanding of a unit before it commences to inform planning (KWL)
· Marking of work in books
· Images of the children’s practical learning/recording using large floor books
· Interviewing the pupils about their learning / pupil voice
· Moderation staff meetings/lesson learning walks which provides opportunities for a dialogue
