At Ravensworth Terrace Primary School our science curriculum intends to harness our pupil’s natural curiosity about the world around them and help them to gain an understanding of the scientific process’s that lead to the natural phenomena in everyday life. We give pupils the opportunities to be inquisitive, supporting their fascination and excitement in the world around them as well as helping them to build a foundation of key knowledge and concepts. Children are actively encouraged to explain their thinking in science. Pupils are given the opportunity to explain what is occurring, predict how things will happen and evaluate the outcomes. Our curriculum offers pupils a variety of ways to record and present their knowledge in order to explain their thinking using scientific language and subsequently deepen their understanding of scientific concepts.
Our curriculum is carefully designed to help pupils build upon their scientific knowledge from Reception to Year 6 and to carry on this learning beyond their time in Primary School. All science lessons are carefully designed to develop the following strands of science: Knowledge and understanding of the world (Explaining Science and Classifications) and Working Scientifically (Designing Experiments, Data, Tables and Graphs and Making Conclusions). This careful planning aims to maximise the opportunities for every child in our school so that children know more, understand more and remember more about science.
We aim to help pupils understand that science is in no way a static subject, but that in the real world, ideas and theories are constantly changing and being developed. We want to inspire and prepare our pupils to be part of a future in science with endless possibilities.
In accordance with the National Curriculum guidelines, the children in each phase have experience of topics drawn from Biology, Physics and Chemistry with a topic focus on a term-by-term basis. We use the key questions from the educationGateshead development service (which align with the objectives from the National Curriculum) to direct our planning overview and to make sure that work produced in lessons answers those questions. It is vital that, while ensuring children make progress, they also have a secure understanding of the key concepts in each topic before moving onto the next stage. In order for pupils to learn and remember more, each lesson begins with a refresh of previous learning. Science refresh allows for pupils to explain and express their learning, solidify their understanding of key topic-related vocabulary as well as for teachers to have continuous and up-to-date assessments. Teachers will plan for a variety of methods which allow for pupils to record their science in a way which is fun, engaging and which adapts the lesson to the needs of each child. Our school grounds are utilized well, allowing children to explore the natural environment and habitats through learning walks and outdoor activities. Every class has a ‘Knowledge Wall’ which provides the opportunity for teachers and pupils to display the key questions from the educationGateshead development service linked to each topic, along with examples of work and the key vocabulary. Active learning strategies are also key in the way our Science topics are taught to engage pupils in the skills of problem solving and discussion, providing further opportunities for pupils to explain their science. In addition, Ravensworth proudly takes part in the annual British Science Week which provides an opportunity for every year group to complete a range of activities around a key theme and celebrate the diverse people who have made an impact on the scientific community.
. Consequently, by the end of each topic, children will have a good understanding of scientific vocabulary and will be comfortable in explaining their science in a more varied and exciting way. This knowledge can then be built upon and used to support other science units and future learning. Teachers will assess learning by making observations of the children working during lessons. They will identify misconceptions and address them during science refresh at the beginning of the next session to ensure new knowledge and vocabulary is continually embedded. At the end of each topic, teachers will make use of the Gateshead Assessment Profiles to determine whether pupils are secure in their knowledge and have grasped the skills, in accordance with the National Curriculum objectives. Formative assessment is used as the main tool for assessing the impact of Science at Ravensworth as it allows for misconceptions and gaps to be addressed more immediately rather than building on insecure scientific foundations