At Lynch Hill, the Science curriculum is intended to ensure that all pupils from EYFS to upper Key Stage 2 develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics. Here, our science curriculum develops children’s understanding of the nature, processes and methods of Science, through different types of science enquiry and teaches pupils the skills to answer scientific questions about the world around them. At Lynch Hill, we intend to equip our pupils with scientific knowledge, which requires understanding of the uses and implications of science, today and for the future.
We encourage children to be inquisitive throughout their time at the school and beyond. Our Science curriculum, based on the National Curriculum, fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and so that they continue to ask questions and be curious about their surroundings.
Our curriculum is designed to develop knowledge and skills that are progressive, as well as transferable such as research, observation, recording and presentation. Pupils are taught a wide range of essential enquiry skills; very importantly, these skills build upon earlier opportunities they have had for example playing, exploring, creating, engaging in active learning and thinking critically in the EYFS. Science topics will, where appropriate, link with IPC units of work in order to enable opportunities for cross-curricular links or be taught as stand-alone units.
At the beginning of each topic, children are able to convey what they already know and what they would like to know. In Key Stage 2, children are able to identify how they would find out various information. The information for Science entry points offers children the ‘hook’ to awaken their interest and curiosity, and exit points enable pupils to showcase the depth of their learning. This encourages scientific learning through the generic science enquiries, common to all children across the primary age phase, for example: observing and measuring, identifying and classifying, gathering information and recording data, research and fair testing.
Adaptions are made so that all pupils can access the science curriculum and be scientists. There are opportunities for all to re-visit concepts so that they can commit information to long term memory.
During their time at Lynch Hill, pupils are offered a range of extra-curricular science activities, clubs visits; trips to help extend the curriculum. In addition to this, the Science lead will plan in key events, such as Science Week or specific project days to allow pupils to experience a broader provision and the further development or application of knowledge and skills.
Lesson visits, observations, assessments and outcomes in Science books demonstrate children’s acquisition of identified key knowledge, understanding and skills. Discussions with children show that they are able to talk about their learning and make links between new teaching and previous learning.
Displays map out the pupils’ learning journey and, as they progress through the school, they develop a deeper knowledge, understanding and appreciation of the working scientifically skills and year group appropriate goals.
A strong emphasis is placed on questioning which helps pupils gain a coherent knowledge and understanding of Scientific processes and how this relates to their everyday lives. Through the study of Science, we can see that our pupils learn to research through primary and secondary sources, observe over time, pattern seek, fair-test, identify, and classify. Such skills will serve them well as they move onto secondary school and beyond.