Miss Aribas
Science Subject Lead

Intent

At Martlesham Primary Academy, it is our intention that we inspire a positive attitude towards Science for all pupils, igniting a curiosity and excitement towards scientific enquiry. Children will recognise and appreciate that people of all genders and ages can be scientists and they will understand the importance of Science in the world, today and in the future.

All children will be encouraged to develop and use a range of skills including observation, planning, investigating and questioning the world around them. These skills will enable the children to understand key scientific concepts by investigating and experiencing these themselves. Specialist vocabulary for units is taught and built upon, and effective questioning to communicate ideas is encouraged. By the end of their time at MPA, children will have an extensive base of scientific knowledge, skills and vocabulary, enabling them to be successful scientists in their future schooling and lives.

Implementation

At MPA, we use Curriculum Maestro and the National Curriculum to carefully construct the science long-term overview. Where possible, cross-curricular links are made to embed and apply knowledge and understanding across the curriculum. For example, when learning completing the unit ‘Rocks, Relics and Rumbles’ in Geography in Year 3, the children will also learn about rocks in Science and how different types of rocks link to Geography. In Year 5, when the children learn about Forces and Mechanisms in Science, the children apply this understanding to ‘Moving Mechanisms’ in Design and Technology. Where it is not possible to make cross-curricular links, Science is taught discretely to ensure full coverage of the National Curriculum.

Teachers use Cornerstones Maestro as a basis for their planning, linked to the long-term and short-term plans set out by the MPA curriculum. The science curriculum is planned sequentially to provide opportunities to recap on prior learning, but also link to what will be taught next. Scientific vocabulary is a key feature of learning and is reinforced throughout all units. This consists of scientific enquiry vocabulary and unit-specific vocabulary, which is set out in the vocabulary progression documents to ensure progression and sequencing. Vocabulary understanding is checked at the end of the current lesson but again at the beginning of the next, and revisited in future lessons, units and year groups to embed this into the children’s long-term memory.

Children have weekly Science lessons, which include ‘Reactivate’, revisiting learning covered in previous years to prepare them for concepts which build upon these or to consolidate concepts taught in their current year to ensure children are retaining knowledge after units have been taught.

Within lessons, children have a range of experiences, including understanding scientific concepts (building knowledge) and carrying out investigations (scientific skills). Children are encouraged to ask, as well as answer, scientific questions, presenting their findings/data in different ways. Misconceptions are addressed, both planned for and in the moment, to ensure that children are building their knowledge and skills correctly. Children’s learning is recorded in a variety of ways in their Geography book (for children in Years 1-6), including written investigations and experiments, diagrams and photographic evidence of what has been practically achieved. Children in EYFS have their work recorded on paper or on Tapestry.

Science learning is matched to the children’s needs as we recognise that some children may need adaptations, such as scaffolds, to allow them to access the learning. It is of highest importance to us that all children can feel successful in their learning in Science, building upon their prior learning, understanding, knowledge and skills.

Impact

The Science subject lead regularly checks that teaching approaches match the intended curriculum goals for pupils, as well as following the progression of knowledge and skills which are laid out within the MPA curriculum. The sequencing of lessons supports and promotes progress for all children and teachers check what pupils know in their Science lessons, through teaching, discussion and through feedback.

Teachers assess the children on Cornerstones against the knowledge and skills which have been covered in each lesson. This is completed after each lesson has been taught. Evidence will be collated from teacher assessment, recorded work in Science books and pupil voice to inform these assessment. This will track the children’s progress against age-related expectations for Science.

In the term where Science is a focus subject (to support workload for subject leaders), the Science subject leader will use a range of methods to evaluate the strengths and development areas, including pupil voice, learning walks and book looks. They will also identify any CPD needs within Science, which may include team teaching, modelled lessons for teachers or whole teaching staff CPD within a staff meeting. The aim of this is to give staff the skills they need to be confident to teach and promote the subject. Furthermore, the subject leader will analyse assessment data to identify any areas of the art curriculum which are not as strong within the school and address these in the ways stated above. The Science subject lead carries out an annual resources audit and staff can request specific resources which will aid the implementation of the curriculum.

Science Progression Documents

Science Progression of Knowledge and Skills

Science Vocabulary Progression

The Daily Stem

A one-page ‘newspaper’ which helps children to engage with STEM in the real world! Below is the latest edition:

Daily-STEM-V7.4