Science Intent Statement
Intent
It is our intention at Scout Road Academy to give all young people the opportunity and inspiration to develop a lifelong curiosity and interest in the sciences. When planning for the science curriculum, we intend for children to have the opportunity, wherever possible, to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. As children progress through the year groups, they build on their skills in working scientifically, as well as on their scientific knowledge, as they develop greater independence in planning and carrying out fair and comparative tests to answer a range of scientific questions.
Opportunity will be given to apply and use knowledge from other subject areas (such as maths and geography), to be able to work outdoors and use scientific equipment appropriately.
Implementation
The acquisition of key scientific knowledge is an integral part of our science lessons. Linked knowledge organisers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit. Knowledge organisers will be shared either: in books, on screen in lesson time or on display boards.
The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. The progression of these skills is set out in the Progression Map. Each lesson has a clear focus. Scientific knowledge and enquiry skills are developed with increasing depth and challenge as children move through the year groups. They complete investigations and hands-on activities while gaining the scientific knowledge for each unit. Interwoven into the teaching sequence are key assessment questions. These allow teachers to assess children's levels of understanding at various points in the lesson. They also enable opportunities to recap concepts where necessary. The sequence of lessons helps to embed scientific knowledge and skills, with each lesson building on previous learning. There is also the opportunity to regularly review and evaluate children's understanding. Activities are effectively differentiated so that all children have an appropriate level of support and challenge.
Impact
Progress is measured through a child’s ability to know more, remember more and explain more. This can be measured in different ways. Opportunities are built into lessons for ongoing assessment, this can take the form of: quizzes, marking work, discussion, participation and other forms that a teacher sees as appropriate. Attainment and progress will be measured across the school using our tracking system.
The learning environment across the school will be more consistent with science technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of science-specific home learning tasks or projects and opportunity to participate in the annual ‘Science Week’ both at home and in school. Children who feel confident in their science knowledge and enquiry skills will be excited about science, show that they are actively curious to learn more and will see the relevance of what they learn in science lessons to real-life situations and also the importance of science in the real world.
SEND
The school promotes inclusion, independence and challenge for pupils with SEND through adjustments based upon individual needs; these may be to the curriculum itself or to access arrangements. Details of these adjustments can be found in Individual Education Plans or devised by the school and sometimes with advice and guidance from external agencies. SEND have unique learning profiles and needs and teachers build expertise over time in teaching the children in their class. For this reason, teachers are responsible for the differentiation of learning in their classes.