Intent

The science curriculum at Appleby Primary School provides children with coherent, substantive knowledge of the scientific disciplines of biology, chemistry and physics that develops: 

• a secure, deep understanding of the nature, processes and principles of science through clear instruction and deliberate practice. 
• an ability to apply long-term knowledge to make predictions and connections between disciplines, and recognise the uses and implications of science in the wider world. 
• gradual understanding of ‘vertical concepts in biology, chemistry and physics’. 

It also intends to embed core disciplinary knowledge, and the ability to systematically approach challenging, scientifically-valid questions through: 

Planning 

Asking scientifically relevant scientific questions and designing controlled investigations. 

Obtaining and presenting evidence 

Learning how to use scientific apparatus like rulers and thermometers, making systematic observations, setting up data collection tables and presenting this data in a variety of charts and graphs. 

Considering evidence and evaluating

Interpreting and analysing findings; drawing conclusions and evaluating the reliability of investigations. 

Our aim is to generate excitement for science, that inspires within children a curiosity about natural phenomena and the world around them.

Implementation

As part of the planning process, teachers are provided with the following:   

• Intent, Implementation and Impact Statements
• A long term plan mapping coverage of the national curriculum over a two-year cycle
• Vertical Concept Maps for each scientific area
• A knowledge organiser for each scientific theme, outlining knowledge (including vocabulary) which all children must master

Teachers then develop and incorporate:

• Unit plans which demonstrate how curriculum coverage builds alongside progression in core concepts
• A sequence of learning which follows Rosenshine's Principles of Instruction
• A cycle of lessons, which carefully plans for progression and depth 
• Trips and visits from experts who will enhance the learning experience

Learning is revisited and applied through:

• Low stakes quizzes which are used regularly to support learners’ ability to retrieve and recall knowledge and increase space in the working memory 
• Challenge questions for pupils to apply their learning in a philosophical/open manner

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 through the following methods:  

• Pupil voice – discussions with small groups of pupils about their learning
• Staff voice – professional discussions, coaching, questionnaires
• Learning walks – to monitor the learning ethos and delivery
• Book scrutiny – to establish quality and detail of teaching and learning
• Governor challenge – to monitor specific subject areas

Our science curriculum is also planned in a way which promotes the cultural capital of all our children. We enhance our curriculum especially for the most disadvantaged by organising guest speakers (STEM), organising Science weeks which focus on the wider world and promote careers in science. We also provide additional opportunities such as farm visits and work in the woodlands.