Science


Science

Intent

Science teaching at Dukesgate Academy aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically. We also intend that children should understand scientific processes as well as the uses and implications of Science, today and for the future.

At Dukesgate Academy, scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. Topics, such as Plants, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.

All children are encouraged to develop and use a range of skills including observations, planning and investigations. They are also encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Concepts taught should be reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.

Furthermore, we aim to foster a curiosity and fascination about the natural and man-made worlds, and a respect for the environment that will remain with them for the rest of their lives.

Implementation

To ensure high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. Science is taught in discrete lessons in Key Stage One and Key Stage Two. We ensure that teachers have the same expectations during Science lessons that they would have when teaching English or Mathematics and that any mathematical task (such as measuring or drawing graphs) is pitched at an age-appropriate level to ensure sufficient challenge.

Teachers are provided with an additional three planning days per year in addition to their PPA, to plan their curriculum. As part of this planning process, teachers need to plan the following:

  • A knowledge organiser which outlines knowledge (including vocabulary) that all children must master;
  • A cycle of lessons for each subject, which carefully plans for progression and depth;
  • A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory;
  • Challenge questions for pupils to apply their learning in a philosophical/open manner;
  • Trips and visits from experts who will enhance the learning experience;

All children will have Quality First Teaching. Any children with identified SEND or in receipt of Pupil Premium funding may have additional or different work to their peers, depending on their needs, in order to access the curriculum. As well as this, our school offers a demanding and varied curriculum which provides children with a range of opportunities to enable them to reach their full potential and consistently achieve highly from their starting points.

Impact

Our Science curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress.

In addition, we measure the impact of our curriculum using the following methods:

  • A reflection on standards achieved against the planned outcomes
  • Tracking of knowledge in pre and post learning quizzes;
  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught
  • Interviewing the pupils about their learning (pupil voice)
  • Moderation staff meetings where pupils’ books are scrutinised and there is the opportunity for a dialogue between teachers to understand their classes’ work
  • Moderation of children’s work at the end of each Key Stage
  • Formal reporting of standards at the end of each Key Stage
  • Marking of written work in books

Long Term Plan

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