Subject Lead: Mr Tom Rolison [email protected]
The curriculum for Science at All Souls builds upon the programme of study outlined in the National Curriculum for England which can be found here.
What is our vision for Science at All Souls?
Science is the way in which we harness our natural curiosity to understand and make sense of the world around us. It helps us to make sense of how the physical world works and our relationship with it, and at All Souls’ we want to foster and encourage children’s natural curiosity for God’s world around them. Strong subject knowledge of our teaching staff is shared with children to ensure they have a clear understanding of the core areas of the Science curriculum. We aim to harness the sense of excitement, awe and wonder that erupts in a classroom during Science lessons to create lasting understanding of Scientific principles. Children will be able to see a clear link between their scientific knowledge and what they are experiencing through their personal investigation. Through a hands-on, enquiry led curriculum we aim to give children the experience of posing a question, investigating it and using that experience to further their Scientific knowledge and understanding. The science curriculum promotes a respect for all Creation, both living and non-living, through increased awareness of our position in and impact on our world. We ensure Science lessons are adapted to suit the needs and learning styles of each particular class. We identify potential barriers to learning SEND children may be faced with in a Science lesson from the planning stage and adapt accordingly. We want all children to have the freedom to fully explore their avenues of enquiry and articulately express themselves scientifically. By engaging with our provision we encourage our children to become responsible citizens and caretakers of the world. Through their time at All Souls’, we want our children to have developed a full Scientific toolkit which will allow them to pursue a line of enquiry and look for deeper meaning within and around their own lives, recognising the impact they can have on the world and those in it.
How do we achieve this vision?
At All Souls’ Science is taught as a weekly lesson, led by an expert class teacher and supported by additional staff as required. In KS1 this amounts to 1 hour and 20 minutes per week and in KS2 2 hours per week. This allows for enough time for teaching specific Scientific knowledge and giving time for a complete investigation cycle.
This investigation cycle is supported by the Focus4TAPS working scientifically model. For a specific investigation, a question is posed and the enquiry is planned. Children are then supported to set up the enquiry before observing and measuring changes. They work to record their findings and measurements in a range of methods such as tables, diagrams and descriptions. After the practical investigation, children are encouraged to interpret and report on what they have experienced, using their Scientific knowledge gained in the initial part of the lesson to explain and give context. Finally, time needs to be given to evaluate the whole process and consider what needs to refined or improved for next time. These steps are broadly defined in the plan, do and review approach to working scientifically.
Science is lived out through all areas of our school. Led by children’s natural curiosity, our staff have the confidence and flexibility to allow questions posed appropriate time for investigation. This gives children the understanding that acting as a scientist is not limited to the time spent in a Science lesson but can be a mindset applied to all areas of their lives. Subject knowledge gained during Science lessons supports other curriculum areas, with strong links to Geography, P.E, Design Technology and Computing. Teachers also make use of the content from prior Science units for quality pieces of writing during English lessons, notably scientific explanation texts.
When planning lessons, teachers ensure the focus of each lesson covers a different strand of working scientifically. The time spent on each of these steps varies according to which part of the cycle the teacher is focusing on for a specific lesson. Additionally, the output children create in their books reflects the part of the cycle that is a focus and the language is shared with children so they can identify which scientific skill they are using most in the lesson.
Within the school we have a wide range of class sets of measuring equipment for use in investigations. Each unit of Science has a corresponding collection of books and materials to support delivery. When appropriate, teachers plan for visitors to the school to bring specific expert knowledge to the classroom and expose children to Scientific skills and knowledge at use in the wider world. Teachers plan for visits to access equipment or environments not present in our school setting to best support the Science curriculum.
Foundation Stage
Science at Foundation Stage is introduced indirectly through activities that encourage your child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them. It’s called ‘knowledge and understanding of the world’.
Early Years Science also helps children with skills in other Foundation Stage areas of the national curriculum, such as physical development and creative development. Here’s what they’ll learn in each subject…
KUW – Children explore creatures, people, plants and objects in their natural environments. They observe and manipulate objects and materials to identify differences and similarities. For example, they may look at an egg whisk, sand, paper and water to learn about things that are natural and manmade and their different functions. Children also learn to use their senses, feeling dough or listening to sounds in the environment, such as sirens or farm animals.
Your child will be encouraged to ask questions about why things happen and how things work. They might do activities such as increasing the incline of a slope to observe how fast a vehicle travels, or opening a mechanical toy to see how it works. Your child will also be asked questions about what they think will happen to help them communicate, plan, investigate, record and evaluate findings.
PD – Awareness of space may be taught by encouraging children to make big and small movements to music and to think about how much space they need. They will also learn to recognise changes that happen to the body when they are active. Children will also learn about the importance of keeping healthy and the things that contribute to this by, for example, cooking or identifying fruit and vegetables.
CD – Children explore and respond to a variety of sensory experiences through music and art. Children might collect materials, such as rough sandpaper, soft fabric and shiny bottle tops to build a sensory wall. They explore colour, texture, shape, form and space by mixing colours, painting, modelling and dancing.
They also learn about sounds – how they can be changed and how to imitate sounds they hear.
Science at home
Here, you will find some links for ideas to be scientists at home. We would love to hear your findings!
https://Sciencebob.com/category/experiments/
http://www.Sciencekids.co.nz/experiments.html
http://scifun.chem.wisc.edu/homeexpts/homeexpts.html
http://www.iflScience.com/chemistry/unfinished-20-fun-Science-experiments-you-can-do-home
What do the children of All Souls’ have to say?
What do you love about Science at All Souls’?
‘We have visitors’ (Warwick Chem Soc) (Year 1 child)
‘We have a pet salamander’ (Year 2 child)
‘We get to make things, like chocolate rocks’ (Year 3 child)
‘Experiments, for sure!’ (Year 4 child)
‘We get to learn more interesting things like the digestive system – and how we humans make poo!’ (Year 4 child)’
‘All of the practical lessons’ (Year 5 child)
‘I really like science because a scientist learns new things and we learn new things in science so really we are scientists!’ (Year 6 child)
What has been your most memorable bit of Science this year?
Year 1 – ‘Our weather walks’
Year 2 – ‘We love our Salamander and googling the dinosaurs’
Year 3 – ‘We went to the Herbert Art gallery and looked at rocks and dinosaur poo because that is a fossil’
Year4 – ‘Making poo and the World Science Day’
Year 5 – ‘We couldn’t choose between the World Science Day, the minibeasts and the best insulator experiment’
Year 6 – ‘The Solar Fest at Warwick Uni – there was this strange 3D printed tree that was used for solar energy. It was really weird but really cool as well’
Science Curriculum Map
