At Coltishall Primary School, our science curriculum prepares children for life in an increasingly scientific and technological world. We believe it’s important for children to acquire a growing understanding of scientific ideas whilst developing attitudes of curiosity, originality, cooperation, perseverance and independence in thinking.

In Science lessons, children develop key knowledge that has been identified within each unit. Children develop the accurate use of scientific vocabulary through a range of enjoyable and interesting experiences using different scientific enquiries to answer questions about the world around us.

We believe it is important that children foster concern about, and actively care for, our environment.  Additionally, we also place importance on promoting a healthy lifestyle. Learning opportunities to encompass these beliefs are embedded into our school curriculum.

Coverage

EYFS

The main focus of science teaching in EYFS is for pupils to explore and understand the world around them. With support from the teacher/teaching assistants, children begin to use different types of scientific enquiry including pattern seeking and observation over time to answer questions. Children are encouraged to use observational skills and to discuss what they notice. Similarly, children are encouraged to ask questions in order to develop curiosity and initiate discussions.

Key Stage 1

The main focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the world around them. Children are encouraged to be curious and ask questions about what they notice. They are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests and finding things out using secondary sources of information. 

Children in KS1 begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. 

Lower Key Stage 2

The main focus of Science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. Children do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. 

Children ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple fair tests and finding things out using secondary sources of information. Children draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

Upper Key Stage 2

The main focus of Science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. Children do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. 

During Upper Key Stage 2, children encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. Children begin to recognise that scientific ideas change and develop over time. Children select the most appropriate ways to answer scientific questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out fair tests and finding things out using a wide range of secondary sources of information. 

Pupils draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

SEND

At Coltishall Primary School, we recognise that it is important to create a safe and inclusive classroom environment for all. Children with special educational needs are supported in science in a variety of ways (depending on the specific needs of children) including:
 

• The use of vocabulary word banks
• The use of scaffolded templates
• The use of multi-sensory approaches
• The use of differentiated questioning
• The use of visual prompts
• The opportunity to record information in different ways. For example, children may take pictures or write information in a table or a grid
• Purposeful partnering/groupings during scientific enquiries
• Breaking tasks down into more manageable steps
• Pre-teaching/post-teaching vocabulary and/or scientific knowledge