All children are encouraged and inspired to become the scientists of the future, who are scientifically literate and passionate about science in the world around them. The children will develop their natural curiosity through hands on and enquiry based learning which will enable them to apply STEM skills to their everyday lives.
Children will be able to:
• Ask probing questions to deepen their learning.
• Understand the wider world through visitors and experiences led by professionals.
• Be engaged and challenged.
• Be in charge of their own investigations and learn ‘hands on’.
• Work together and discuss ideas to develop their own lines of enquiry.
The science curriculum provides a progressive structure that sets out the knowledge and skills children will need at each stage of their education. The knowledge and skills are rooted in the foundations of the curriculum; allowing children to take advantage of the opportunities and experiences provided.
All medium term plans include a vocabulary bank and list. The vocabulary consists of tier 1 (everyday) words, tier 2 (cross-curricular) words and tier 3 (subject specific words). These words have been defined to aid the teacher’s subject knowledge and turned into vocabulary banks for children to use during their lessons. All children are expected to use the vocabulary banks and word lists and the teaching of new vocabulary is non-negotiable.
Curriculum content has been designed to ensure that progression is clear and teaching is systematic, allowing children to build and develop the desired knowledge and skills, as well as transfer key learning to their long term memory; building on what has already been taught, therefore ensuring that the intended impact is achieved at the end of the year. The curriculum structure allows for children’s knowledge and skills to be assessed and evaluated against national expectations.
As part of the curriculum, Clarendon develops children’s cultural and science capital through a wide variety of school visits as part of the topic, STEM Ambassador visits, Forest School experiences, creative sessions and cookery skills. We have also gained the Healthy Schools Plus award. This has been achieved because of Clarendon’s positive outlook on mental health, healthy school meals & the use of the Brush Bus.
We aim to provide a curriculum that allows all children to make expected progress from their starting points. The science curriculum team work alongside teachers to drive forward standards within the quality of education in science through:
• Rigorous triangulated monitoring and evaluation
• Whole school pupil progress reviews
• Science provision opportunities to further develop cultural capital such as internal visits, visitors and experiences.
• Positive attitudes to learning
• Short and medium term plans ensure the curriculum has the necessary rigour, knowledge and skills provided to achieve the expected standard within the National Curriculum.
• Annual curriculum maps outline the science topics taught and National Curriculum target coverage in each year group. Cross curricular links and cultural capital opportunities such as visits and experiences are also identified.
• Pupil voice to allow the curriculum team to assess whether children’s learning has entered the long term memory and gain an insight into science in their classrooms.
• Learning Environments are purposeful and consistent throughout school. The learning environments support children’s learning at all times with vocabulary and knowledge as well as during investigations.
• CPD for all the staff to ensure high levels of understanding and subject expertise.
• Peer coaching and team teaching opportunities.
• High quality resources
• Clear model of vocabulary progression of knowledge and skills
Action plans are created each year based upon the previous year’s learning and this links directly to the school development pan.
Early Years follow the interests of the children but ensure it meets the early learning goals and expectations of the EYFS curriculum across all areas of learning.
Key Stage One and Two use medium term plans with a strong non-negotiable focus on knowledge, skills and vocabulary to ensure there is clear progression throughout school.
Science vocabulary documents have been created to ensure that all children are learning age appropriate and scientific vocabulary. The medium term plans and vocabulary documents ensure that children understand and can develop key concepts and apply their learning fluently in science as well as cross curricular activities. Existing knowledge is being developed and connected with new learning. Although medium term plans are provided they provide the roots for science learning, all learning challenges are child-led and teachers plan a sequence of learning that reflects the children’s prior learning, interests and questions; whilst ensuring that all appropriate knowledge and skills are developed and objectives are taught.
Teachers are expected to use the medium term plans and children’s targets as assessment tools, allowing new targets to be set to challenge individuals, gaps are to be identified and personalised goals set. Rising Stars and assessment systems are used to track children’s progress each half term. The science and senior leadership team meet half termly to discuss the data and produce clear next steps.
Progress in science is very carefully monitored using a triangulation of data ensuring that individual work books; learning journeys; short, medium and long term planning; pupil voice; lesson observations and teacher assessment all show evidence that contribute to a rounded picture of an individual’s progress over time. Discussions are held between the curriculum team, senior leaders and staff to outline evidence found in monitoring, this is then used to provide CPD such as peer coaching or team teaching where necessary as well as informing the subject action plan. Throughout the academic year moderation sessions are planned at each key stage (at staff meetings or INSET days) for the staff to discuss, analyse evidence and moderate children’s work. Each half term the whole school and vulnerable group science data is analysed, this enables the curriculum team and teaching staff to identify gaps; as a result, support is put into place to enable staff to close gaps.
The science curriculum ensures all children make progress throughout the year. Vulnerable groups and individual children are identified and strategies as part of quality first teaching are put in place to ensure that the most disadvantaged and SEND children are given the knowledge and cultural capital they need to succeed in the subject.
EYFS, KS1 and KS2 invite parents into school twice a year to work alongside their child in a science investigation. This allows parents the opportunities to experience science at Clarendon and gain an understanding of the vocabulary and expectations in their child’s class.
All children are provided with equal opportunities to develop their cultural and science capital. This is provided through visitors in school; such as scientists and STEM Ambassadors, visits to external locations that link with the topics taught and develop curiosity through Forest Schools, Cre8 and cookery with adults in school.
Each half term teachers are expected to carry out a STEM WOW science activity to create a ‘buzz’ about build engagement. This activity is designed to develop the children’s science capital and enhance scientific enquiry skills. Activities are different throughout all year groups and a learning journey documenting prior learning is passed on with the classes as they progress through school.
The science curriculum at Clarendon is well-constructed and well-taught generating to good results as a reflection of quality first teaching and positive attitudes to learning. The broad and rich curriculum ensures that all children including the most disadvantaged and those with SEND are given the knowledge and cultural capital they need to succeed. Science quality of education builds towards the shared goal of 85% of children making expected progress (secure #2) by the end of the year, ensuring they are ready for the next stage of learning.
Any children seen to be making less than expected progress or are working below the expected age related level will be provided with targeted support in lessons to close any gaps and build confidence.