SCIENCE RATIONALE

"Science helps me understand how the world works."

"I like science because we get to find things out for ourselves."

"Science makes me curious and encourages me to ask questions."

Intent: Why Do We Teach What We Teach?

Our United Curriculum for Science aims to provide all pupils, regardless of their background, with a solid foundation in science through the following:

Substantive Knowledge

• Mastering Core Content: We ensure pupils thoroughly understand key concepts by revisiting important knowledge regularly.

• Building Big Ideas: Our curriculum is carefully sequenced to help pupils gradually develop an understanding of the ‘big ideas’ in science, laying a strong foundation for learning in KS3 and KS4.

• Preventing Misconceptions: We address common misunderstandings early to prevent them from causing difficulties later in a child’s science education.

• Going Beyond the Basics: We teach some concepts beyond the KS1 and KS2 National Curriculum to deepen understanding and support a smoother transition to KS3.

• Making Connections: We encourage pupils to apply their scientific knowledge across other subjects and to the wider world. 

Disciplinary Knowledge

• Working Scientifically: We explicitly teach and practise scientific methods and ways of thinking alongside substantive knowledge, revisiting and developing these skills throughout the primary years.

• Linking with Other Subjects: We make clear connections to subjects such as geography and mathematics, ensuring pupils develop relevant skills, such as constructing bar charts or calculating averages, before applying them within scientific contexts.

• Purposeful Practical Tasks: Practical activities are carefully designed to demonstrate key concepts and provide meaningful opportunities to apply scientific knowledge and skills.

Curiosity and Excitement About Science

• Inspiring Examples: We select engaging examples and applications of science that foster curiosity about the world and natural phenomena.

• Inclusive Curriculum: We ensure all pupils see themselves represented within the science curriculum by highlighting modern role models and the contributions of scientists from diverse backgrounds. We also explore the social and cultural aspects of scientific ideas.

Our aim is to foster a lifelong love of science, helping children recognise its relevance in their everyday lives and the world around them.

IMPLEMENTATION: WHAT DO WE TEACH AND WHEN?

The implementation of the United Curriculum for Science aligns with our wider teaching and learning principles, ensuring learning is carefully sequenced, knowledge is revisited regularly and understanding is built progressively over time.

Building on Prior Knowledge

• Connecting Content: Each unit builds upon previously taught knowledge and skills. Prior learning is regularly revisited and used as the foundation for new concepts, enabling children to make connections and deepen their understanding over time.

Using Vertical Concepts

• Connecting Learning: Vertical concepts help children make meaningful links across different areas of science. For example:
  • In Year 1, children learn that objects have specific purposes.
  • In Year 2, they learn that objects are made from different materials because those materials possess properties suited to particular purposes.
  • In Year 4, they develop this understanding further by learning that the properties of materials can be classified as either physical or chemical.

Teaching Disciplinary Knowledge

• Explicit Instruction: Working Scientifically skills are explicitly taught, practised and carefully sequenced throughout the curriculum. This ensures children continually develop their ability to think, enquire and work as scientists.

Integrating Sustainability

• Sustainability Focus: Key aspects of sustainability are woven throughout science and geography learning, helping children develop an understanding of environmental responsibility and the impact human actions can have on the world around them.

Encouraging Extended Writing

• Writing as Scientists: Opportunities for extended, purposeful writing are embedded throughout the curriculum. Children are encouraged to communicate scientific understanding for a range of audiences and purposes. For example, in Year 4, pupils write a letter explaining potential solutions for hearing loss to an elderly relative, applying their scientific knowledge in a meaningful context.

IMPACT: HOW DO CHILDREN SHOW THAT THEY KNOW AND REMEMBER MORE?

Measuring Progress

Our progression model is based on the careful sequencing of knowledge and the gradual development of scientific concepts over time. As children build on prior learning and make connections between ideas, they develop a deeper and more secure understanding of science. If children are keeping up with the curriculum, they are making progress.

Formative Assessment

• Lesson Questioning: Teachers regularly assess understanding through carefully planned questions, identifying misconceptions and addressing gaps in learning as they arise.

• Pupil Conferencing: Subject leaders and senior leaders engage in discussions with children about their learning, exploring both substantive and disciplinary knowledge and how it connects to learning from previous years and across the wider curriculum. For example, Year 6 pupils may discuss how combustion contributes to climate change and habitat loss.

• Post-Learning Quizzes: End-of-unit quizzes assess knowledge retention, reinforce key concepts and help identify any gaps that may require further teaching or retrieval practice.

• Retrieval Questions: Regular retrieval questions provide opportunities for children to revisit previously taught knowledge, strengthen long-term memory and make meaningful connections between past and current learning. This helps teachers identify misconceptions, assess retention and ensure pupils are ready to build on secure foundations of understanding.

By maintaining a carefully sequenced curriculum and using effective assessment strategies, we ensure that children continually develop their scientific knowledge, understanding and enquiry skills, becoming confident, curious and competent scientists.