Science
At Beaufort Primary School, we use Kapow to ensure our Science curriculum...
1-is designed to focus on the main Scientific concepts that pupils need to learn and remember. It is also true to the national curriculum for both Key Stages 1 and 2 and the Early Years Framework.
2-ensures full coverage of the National Curriculum is met.
3-has a high focus on reading, mathematics, PSHE and physical education.
4-is designed to enhance long term memory, through linked, revisited concepts.
5- is progressive in knowledge and skills from Year 1 - Year 6 (see progression document below)
6- is underpinned by our British values, equalities, school ‘BRAVE’ ethos and the need to build cultural capital for all our pupils.
Key principles underpinning our Science curriculum:
1-Children knowing and remembering key knowledge
2-Making explicit links and connections between units, subjects and real-life experiences.
3-Having a resource rich environment
4-Children having an enthusiastic attitude towards Science lessons and begin to ask and answer questions about the world around them.
During our Science lessons, we encourage an awareness of personal health and well-being, as well as considering how science discoveries have impacted our lives. We build strong relationships by promoting teamwork, co-operation skills and respect towards others. Our science lessons aim to develop a culture of curiosity and an understanding of the environment. We read about scientists, scientific discoveries and learn about key scientific concepts, as well as encouraging the children to predict and participate in regular scientific investigations and experiments.
Key scientific vocabulary is identified on every year group’s unit knowledge organisers (see all year group’s KO below) and is referred to regularly within lessons. These key words are also displayed within the classroom environment and used in lessons to enhance understanding and oracy skills.
At the end of each science unit, children complete a quiz based on their half termly learning. Teachers use the quiz data/ information to inform them of objectives that need to be revisited/ reinforced next half term, during the ‘revisit’ sections of Science lessons.
Science Progression of Skills Knowledge Year 1 -Year 6
Science Vocabulary Progression Year 1-Year 6
Science Coverage - Substantive Knowledge in Science
Year 1/2 Science Year 3/4 Science Year 5/6 Science
EYFS
Science at Beaufort, in EYFS, is covered in the ‘Understanding the World’ area of the EYFS Curriculum. It is introduced indirectly through activities that encourage every child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them.
During their first years at Beaufort, our children explore creatures, people, plants and objects in their natural environment. They observe and manipulate objects and materials to identify differences and similarities. They learn to use their senses- feeling dough, listening to the sounds in the environment such as sirens or birds etc. They make observations of animals and plants and explain why some things occur, and talk about changes. Children are encouraged to ask questions about why things happen and how things work. They do activities such as increasing the incline of a slope to observe how fast a vehicle travels, or open a mechanical toy to see how it works. Children are also asked questions about what they think will happen to help them communicate, plan, investigate, record and evaluate findings.
Progression of Science within EYFS - Taken from guidance from Development Matters, exemplification materials for ELG 14 ‘The World’ and exceeding statements:
Children will
30-50 months:
-comment and ask questions about aspects of their familiar world such as the place where they live or the natural world.
-talk about some of the things they have observed such as plants, animals, natural and found objects.
-talk about why things happen and how things work.
-developing an understanding of growth, decay and changes over time.
show care and concern for living things and the environment.
40-60 months:
-look closely at similarities, differences, patterns and change.
Early Learning Goal:
-know about similarities and differences in relation to places, objects, materials and living things.
-talk about the features of their own immediate environment and how environments might vary from one another.
- make observations of animals and plants and explain why some things occur, and talk about changes.
Reception Progression - Science
Intent, Implementation, Impact Statements
For further information, please see below our Science Subject Leader 3 I's Statement:
