Science
At Buckingham Park Church of England Primary School, it is important that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, built on a clear Christian foundation and rooted in Christian values. We aim to provide the highest quality all round education, for each and every child, in partnership with parents, within the context of a Christian community. In short, ‘Excellence, through God who strengthens us’.
All school policies are therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.
The school has a set of values that are based on Jesus’ Sermon on the Mount. These are a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. These values are displayed below and permeate everything we do:
All school policies are therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.
The school has a set of values that are based on Jesus’ Sermon on the Mount. These are a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. These values are displayed below and permeate everything we do:
We are kind, helpful and polite
We do our best
We are honest
We share
We are peacemakers
We forgive others
We take care of everything, and everyone
We do our best
We are honest
We share
We are peacemakers
We forgive others
We take care of everything, and everyone
Intent
At Buckingham Park we believe that Science provides the foundation for understanding the world around us. We aim for our children to be excellent scientists; providing a science curriculum that is inspiring and exciting. By offering practical investigative opportunities we enable our children to become independent learners and give them the confidence to explore the answers to scientific based questions.
Our children are encouraged to develop and use a range of scientific enquiry skills from making first hand observations to collecting real data; from identifying to investigating similarities and differences, patterns and change and from recognising a fair test to designing and carrying out a fair test. By understanding the nature, processes and methods of science and by working in partnership with each other the children at Buckingham Park learn to appreciate the impact of science upon themselves and others both now and in the future.
Our children are encouraged to develop and use a range of scientific enquiry skills from making first hand observations to collecting real data; from identifying to investigating similarities and differences, patterns and change and from recognising a fair test to designing and carrying out a fair test. By understanding the nature, processes and methods of science and by working in partnership with each other the children at Buckingham Park learn to appreciate the impact of science upon themselves and others both now and in the future.
Implementation
Science coverage and progression
At Buckingham Park, teachers create a medium-term plan for each unit that is taught. This includes a sequence of lessons that carefully plan for the learning of clear scientific skills, vocabulary and knowledge progression. Each unit is introduced with a “Big Question” which acts as a springboard for the discussion of ideas and opinions and is then explored through the topic generating new information to be shared. There are 5 key scientific skill sets: comparative and fair testing, identifying, classifying and grouping, pattern seeking, observing overtime and research using secondary sources. Our children build on these skills year on year to achieve depth in their learning. This is outlined in the coverage and progression overview below.
At Buckingham Park, teachers create a medium-term plan for each unit that is taught. This includes a sequence of lessons that carefully plan for the learning of clear scientific skills, vocabulary and knowledge progression. Each unit is introduced with a “Big Question” which acts as a springboard for the discussion of ideas and opinions and is then explored through the topic generating new information to be shared. There are 5 key scientific skill sets: comparative and fair testing, identifying, classifying and grouping, pattern seeking, observing overtime and research using secondary sources. Our children build on these skills year on year to achieve depth in their learning. This is outlined in the coverage and progression overview below.
Skill |
Year 1 and Year 2 |
Year 3 and Year 4 |
Year 5 and Year 6 |
Planning |
- Asking simple questions and recognising that they can be answered in different ways |
- Asking relevant questions and using different types of scientific enquiries to answer them - Setting up simple practical enquiries, comparative and fair tests |
- Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary |
Observing |
- Observing closely, using simple equipment - Performing simple tests - Identifying and classifying |
- Making systematic and careful observations and where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers |
- Taking measurements, using a range of scientific equipment with increasing accuracy and precision, taking repeat readings when appropriate |
Recording |
- Gathering and recording data to help in answering questions |
- Gathering, recording, classifying and presenting date in a variety of ways to help in answering the question - Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables - Reporting on findings from enquiries including oral and written explanations, displays or presentations of results and conclusions |
- Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs - Using test results to make predictions to set up further comparative and fair tests |
Concluding |
- Using their observations and ideas to suggest answers to questions |
- Reporting on findings from enquiries, including oral and written, displays or presentation of results and conclusions - Identifying differences, similarities or changes related to simple scientific, ideas and processes - Using straightforward scientific evidence to answer questions or to support their findings - Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions |
- Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations |
Evaluating |
- |
- Using results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests |
- Identifying scientific evidence that has been used to support or refute ideas or arguments. |
Curriculum overviews
Nursery and Reception
In the Early Years, science is taught as part of “Understanding the World” working towards achieving The Natural World ELG (Early Learning Goal). For a child in the early years to achieve the expected level of development in this ELG they will be able to:
KS1 and KS2
In KS1 and KS2 science is taught as part of the national curriculum. The following overviews outline how science is taught in each of the year groups including topic areas, big questions and national curriculum statements. Please click on a year group for further information.
Nursery and Reception
In the Early Years, science is taught as part of “Understanding the World” working towards achieving The Natural World ELG (Early Learning Goal). For a child in the early years to achieve the expected level of development in this ELG they will be able to:
- Explore the natural world around them, making observations and drawing pictures of animals and plants
- Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class
- Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
KS1 and KS2
In KS1 and KS2 science is taught as part of the national curriculum. The following overviews outline how science is taught in each of the year groups including topic areas, big questions and national curriculum statements. Please click on a year group for further information.
Science planning
Teachers at Buckingham Park create engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. They use precise questioning in class to test knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks and investigations are selected and designed to provide appropriate challenge to all learners.
Our teachers encourage children to use a developing scientific vocabulary as they progress through each year group. Time is spent during lessons introducing and reinforcing age-appropriate scientific vocabulary. Children are given opportunities to consolidate their use of scientific vocabulary as they move through the year groups. They are encouraged to use scientific vocabulary, both written and verbal, to explain their ideas and make sense of their observations and findings
Working scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the children’s time at Buckingham Park with new vocabulary and challenging concepts introduced through direct teaching. Teachers demonstrate how to use scientific equipment to support the learning of these skills and to embed and develop scientific understanding.
There is no one scheme of work relied upon as basis for planning; teachers are encouraged to use a range of resources including those available via the STEM and Explorify websites to provide opportunities for problem solving and to promote enjoyment and enthusiasm for learning. Science may be linked where appropriate to a story using the “Science through Stories” scheme of work.
How Science is taught at Buckingham Park
Teaching in Nursery and Reception
In the Early Years the children have opportunities to explore “The Natural World” on a daily basis through child-initiated play and exploration, focussed or adult led tasks and sometimes by trips and visits. Children may take part in science week, planting activities and other science or STEM experiments. There are also opportunities for children to take park in cooking or baking.
The characteristics of effective learning which are developed through science are:
Playing and exploring
Active Learning
Creating and thinking critically
Teaching in KS1 and KS2
In KS1 and KS2 science is usually taught as a weekly lesson although where appropriate may be completed as a block of learning. Each unit begins with a “never heard the word” quiz where the children complete a grid to show what they already know and understand about the topic. This also provides an opportunity to revisit any previous learning and gives the teacher an insight into any areas that may require a particular focus and any misconceptions that need to be addressed.
The teaching of each topic is centred upon a “Big Question”. These can be found in the year group overviews above. At Buckingham Park we believe that this way of teaching science engages all of our children and gives them the opportunity to contribute whether it be by expressing the agreement or disagreement with a question or by using their prior knowledge to start a discussion. More importantly basing learning on a big question enables children to become involved in their learning and feel that their opinion is valued.
At the end of each unit the “never heard the word grid” and the big question are both revisited so that the children recognise how much they have learned and have the chance to further discuss and possibly change their view or opinion following the testing of these through investigation and research.
Learning is matched to the children’s relative stating points and needs with a range of differentiated individual, paired, group and whole class learning opportunities throughout the lesson. Children are challenged with open-ended investigations and encouraged to work interdependently to support each other. There is also the chance to develop and apply skills from other areas of the curriculum including Maths and English.
There is a knowledge organiser for each topic area which contains the key facts and information that the children need to have a basic knowledge and understanding of the topic. Our knowledge organisers also include key vocabulary, useful visuals and cross curricular opportunities.
Science Week
In addition to the learning linked to the national curriculum, the whole school participates in British Science Week. This is a national programme to raise awareness, spark enthusiasm and celebrate science.
At Buckingham Park this allows all pupils to come off-timetable and experience areas of science that may not form part of the usual school curriculum. It also gives us the opportunity to engage and involve the wider school community in particular parents who can join us to share their scientific knowledge or simply take part in activities alongside their children.
Teachers at Buckingham Park create engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. They use precise questioning in class to test knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks and investigations are selected and designed to provide appropriate challenge to all learners.
Our teachers encourage children to use a developing scientific vocabulary as they progress through each year group. Time is spent during lessons introducing and reinforcing age-appropriate scientific vocabulary. Children are given opportunities to consolidate their use of scientific vocabulary as they move through the year groups. They are encouraged to use scientific vocabulary, both written and verbal, to explain their ideas and make sense of their observations and findings
Working scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the children’s time at Buckingham Park with new vocabulary and challenging concepts introduced through direct teaching. Teachers demonstrate how to use scientific equipment to support the learning of these skills and to embed and develop scientific understanding.
There is no one scheme of work relied upon as basis for planning; teachers are encouraged to use a range of resources including those available via the STEM and Explorify websites to provide opportunities for problem solving and to promote enjoyment and enthusiasm for learning. Science may be linked where appropriate to a story using the “Science through Stories” scheme of work.
How Science is taught at Buckingham Park
Teaching in Nursery and Reception
In the Early Years the children have opportunities to explore “The Natural World” on a daily basis through child-initiated play and exploration, focussed or adult led tasks and sometimes by trips and visits. Children may take part in science week, planting activities and other science or STEM experiments. There are also opportunities for children to take park in cooking or baking.
The characteristics of effective learning which are developed through science are:
Playing and exploring
- Finding out and exploring
- Using what they know in their play
- Being willing to have a go
Active Learning
- Being involved and concentrating
- Keeping on trying
- Enjoying achieving what they set out to do
Creating and thinking critically
- Having their own ideas
- Using what they already know to learn new things
- Choosing ways to do things and finding new ways
Teaching in KS1 and KS2
In KS1 and KS2 science is usually taught as a weekly lesson although where appropriate may be completed as a block of learning. Each unit begins with a “never heard the word” quiz where the children complete a grid to show what they already know and understand about the topic. This also provides an opportunity to revisit any previous learning and gives the teacher an insight into any areas that may require a particular focus and any misconceptions that need to be addressed.
The teaching of each topic is centred upon a “Big Question”. These can be found in the year group overviews above. At Buckingham Park we believe that this way of teaching science engages all of our children and gives them the opportunity to contribute whether it be by expressing the agreement or disagreement with a question or by using their prior knowledge to start a discussion. More importantly basing learning on a big question enables children to become involved in their learning and feel that their opinion is valued.
At the end of each unit the “never heard the word grid” and the big question are both revisited so that the children recognise how much they have learned and have the chance to further discuss and possibly change their view or opinion following the testing of these through investigation and research.
Learning is matched to the children’s relative stating points and needs with a range of differentiated individual, paired, group and whole class learning opportunities throughout the lesson. Children are challenged with open-ended investigations and encouraged to work interdependently to support each other. There is also the chance to develop and apply skills from other areas of the curriculum including Maths and English.
There is a knowledge organiser for each topic area which contains the key facts and information that the children need to have a basic knowledge and understanding of the topic. Our knowledge organisers also include key vocabulary, useful visuals and cross curricular opportunities.
Science Week
In addition to the learning linked to the national curriculum, the whole school participates in British Science Week. This is a national programme to raise awareness, spark enthusiasm and celebrate science.
At Buckingham Park this allows all pupils to come off-timetable and experience areas of science that may not form part of the usual school curriculum. It also gives us the opportunity to engage and involve the wider school community in particular parents who can join us to share their scientific knowledge or simply take part in activities alongside their children.
Impact
In order to truly appreciate the intended vision for our curriculum, you must come in, to immerse and experience this for yourselves.
The Buckingham Park approach to the teaching of science provides engaging, high quality learning for our children giving them the foundations for understanding the world. Our emphasis on exploring the answers to big questions through practical tasks and investigations ensures that our children not only acquire the appropriate age related knowledge linked to the science curriculum, but also the skills to equip them to progress from their starting points, and within their everyday lives.
Our children will:
Marking
Science work is marked in line with the Buckingham Park Marking Policy. Please refer to this document for further information.
Assessment
There is no formal assessment in science. Teacher assessment is used taking into account discussions that have taken place in response to big questions and an analysis of the children’s answers to the “never heard the word grids” both at the beginning and again at the end of a unit of work. Children are assessed according to the following criteria:
All children should be able to: Most children will be able to: Some children will be able to:
Monitoring
The impact of our science curriculum at Buckingham Park is measured through the school’s ongoing monitoring schedule to ensure the best outcomes for our children and give them the opportunity to become excellent scientists. This includes:
Monitoring is used to identify and measure whether:
The Buckingham Park approach to the teaching of science provides engaging, high quality learning for our children giving them the foundations for understanding the world. Our emphasis on exploring the answers to big questions through practical tasks and investigations ensures that our children not only acquire the appropriate age related knowledge linked to the science curriculum, but also the skills to equip them to progress from their starting points, and within their everyday lives.
Our children will:
- contribute to the discussion of “Big Questions” and reflect on what they have learned
- develop a wide variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills
- possess a rich vocabulary which will enable them to articulate their understanding of taught concepts
- understand how to work collaboratively to investigate and experiment
- be able to explain the process they have taken and to be able to reason scientifically
Marking
Science work is marked in line with the Buckingham Park Marking Policy. Please refer to this document for further information.
Assessment
There is no formal assessment in science. Teacher assessment is used taking into account discussions that have taken place in response to big questions and an analysis of the children’s answers to the “never heard the word grids” both at the beginning and again at the end of a unit of work. Children are assessed according to the following criteria:
All children should be able to: Most children will be able to: Some children will be able to:
Monitoring
The impact of our science curriculum at Buckingham Park is measured through the school’s ongoing monitoring schedule to ensure the best outcomes for our children and give them the opportunity to become excellent scientists. This includes:
- learning walks
- looking at planning
- book looks
- lesson observations
- discussion with class teachers
- classroom displays/working walls
- pupil voice
Monitoring is used to identify and measure whether:
- our children enjoy science
- there is a clear progression of children’s work and teachers’ expectations
- children’s books show a range of topics and clear evidence of curriculum coverage within these
- scientific skills are taught effectively with children becoming increasingly independent, selecting tools and materials, leading investigations and choosing their own strategies for recording
- teacher feedback impacts on learning
- all children including our most vulnerable are making progress
- there are any gaps in the curriculum that may need to be addressed across the school or within individual year groups or key stages
