Sacred Heart Catholic Primary School

A Voluntary Academy

Curriculum  »  Science

'The important thing is to never stop questioning'
Albert Einstein

'The Science curriculum at Sacred Heart fuels curiosity, develops enquiring minds and unlocks scientific potential'
Sarah Ambler, Science Subject Leader


Vision 

A high quality Science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and it is vital to the world’s future prosperity. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of Science. Children should understand how Science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Science plays a crucial role in our understanding of the world around us. Our Science teaching helps us to prepare children for life, through experiences and exploration of the world in which they live. Children discover, explain and develop skills of enquiry through working scientifically.

Science at Sacred Heart is a lesson that children look forward to and are motivated by. Science is about exploration, discovery and real life experiences so that children can feel the excitement that Science can bring while learning in an active way. If children have these experiences, they will remember their learning and have a desire to learn more.

Aims

The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

School Curriculum

The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study.

Years 1 and 2

Pupils are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions.
Years 3 and 4

Pupils are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • 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
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

Years 5 and 6

Pupils are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • 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
  • 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
  • identifying scientific evidence that has been used to support or refute ideas or arguments.

Impact of Science at Sacred Heart

  • Through high quality teaching of scientific knowledge and working scientifically skills, all pupils at Sacred Heart access Science through practical, age-appropriate and interesting range of activities linked to the national curriculum and Target Tracker statements.
  • Summative assessments demonstrate the knowledge that children are secure in and where there are gaps. Gaps are addressed through pre-teaching of vocabulary and key concepts. Key vocabulary and concepts are re-established at the start of a unit.
  • Class teachers are clear on which children have learnt the required content and which children have a deeper understanding. The Science subject leader is aware of where knowledge gaps are across school and if specific strands or pupil groups need more focus or support.
  • There will be termly opportunities for children to showcase their Science experiments and learning to parents. Opportunities to share excellent work and achievements will be available in assemblies, for example sharing winning inventions from ‘Kids Invent Stuff’.
  • The School Council will plan and carry out interviews and work around climate, recycling and sustainability. The ideas and outcomes will be shared with the school to encourage others to lead in the School Council’s good example.
  • With links to maths and statistics, surveys such as lunchtime surveys and transport surveys, will be carried out.
  • Pupil’s behaviour and attitudes towards Science will be seen through their sustained engagement in school initiatives such as recycling, composting and litter picking.

School Awards