Neville's Cross Primary School

Relly Path, Durham, DH1 4JG

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Home / Curriculum / Neville’s Cross’ Curriculum / Curriculum – Science

Curriculum – Science

In this section of the website, you will find information about our approach to teaching Science at Neville’s Cross.

NX Science Policy

What does Science look like at Neville’s Cross?

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At Neville‘s Cross, it is our intention in Science to develop in all young people a lifelong 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. Regular open questioning and use of first hand experiences fosters curiosity in lessons and develops in our children and enquiring mind. Science offers children opportunities to see that all learning begins with ‘I don’t know’ and experience of leading their own practical investigations gives them confidence in problem solving that they can apply across the curriculum.

Intent, Implementation and Impact:

  • The Intent provides information on the provision of Science.
  • The Implementation provides the subject overview detailing how Science is taught.
  • The Impact shows improvements seen as a result of our implementation of Science.

Intent

What will take place before teaching in the classroom? 

The school’s senior leadership team will … 

  • Lead the school staff to develop a curriculum intent consistent with school’s drivers and development of all curriculum subjects.  
  • Develop specific Science subject intent, which explains our school ethos and curriculum design in detail.  
  • Support subject leader to spend time with staff to share skills.  
  • Provide funding to support high quality implementation of the science curriculum.   

Curriculum leader will ...

  • Understand and articulate the requirements of the curriculum. 
  • Use this knowledge to support staff in the delivery of science.  
  • Ensure skills and knowledge are planned for progressively over time so that children become effective scientists.  
  • Develop a long-term subject plan, which identifies the progression within each phase of knowledge, skills and vocabulary in science.  
  • Support staff to have a full picture of learning in science at each stage, including EYFS so prior knowledge is constantly referenced accurately. 
  • Catalogue and organise an up to date range of resources so children have access to equipment, which supports them to extend their skills as a scientist.  
  • Establish and nurture links within the local community to real scientists or those studying science to give children aspirations.  
  • Network with other local schools and the local authority to keep up to date with subject development. 

The class teacher will, with the support of the curriculum leader … 

  • Work in teams to develop curriculum skills grids, which outline the knowledge and skills to be covered over the course of each term and share with parents and carers.  
  • Use the long-term subject plan to ensure coverage in lessons is sequential, includes a balance between knowledge and skills and references prior learning. 
  • Seek out the subject leader if they require support or advice.  
  • Ensure lesson resources are engaging, appropriate and plentiful so children can learn knowledge and practise skills across the series of lessons.  
  • Plan experiences, trips and visitors, which both enhance learning and place learning into context.  
Implementation

What will this look like in the classroom? 

Our teaching sequence will be …. 

Early Science begins in EYFS as Understanding the World. Key parts of the early skills in observation happen outdoors and through playing and exploring.  

 In Key Stage 1 and 2, science units include:  

Vocabulary 

The scientific vocabulary for each unit is explicitly shared at the beginning of each unit and taught systematically in a carefully sequenced series of lessons. 

Scientific skills 

Units of work will include planned for practical investigation to encourage the development of enquiry.   

Lessons 

Each lesson will have a clear focus. Children should be introduced to questioning as a key area of Science. There will be plenty of opportunities to recap concepts. The sequence of lessons will help to embed scientific knowledge and skills with each lesson building on previous learning. 

First-hand experiences and outdoor learning 

Investigation, handling, seeing and experiencing real objects and equipment will be included in lessons where possible. 

Our classrooms will… 

  • Provide a nurturing environment for learning where children, whatever their age can work individually, in pairs and cooperate in small groups. 
  • Contain age-appropriate equipment specific to science for children to use and refer to.  
  • Have reference books about the current science focus on display and have books about previous projects available in the class reading area. 
  • Have a designated project display including children’s work and vocabulary. If space is a problem, then the minimum should be a display of the science vocabulary

Our children will be … 

  • Enthused by their learning because coherent learning experiences give them the confidence to reach beyond their grasp. 
  • Engaged by the challenge within lessons to demonstrate their knowledge.  
  • Encouraged by specific feedback given by their teacher to reflect on their work and areas to improve.  
  • Nurtured to show confidence in contributing to their learning through sharing thoughts and ideas.  
  • Develop science skills and confidence over time due to carefully planned, sequences of high quality lessons over time.  
Impact

How will this be measured? 

Pupil voice will show … 

  • Enthusiasm and confidence in discussing their learning and experiences in Science. 
  • A clear understanding of the skills and knowledge relating to Science and needed to be a scientist.  
  • A progression of the vocabulary used to articulate their learning and experiences as a scientist.

Displays around school and books will show ...

  • Pupils have a balance of planned learning experiences including practical evidence in photographs on Seesaw, written work in books and work on display.  
  • A varied and engaging curriculum, which develops a range of science skills.  
  • Clear progression of skills in line with those identified on the long term plans.  
  • That pupils, over time, develop a range of skills and knowledge across all parts of the science curriculum. 

The curriculum leader will … 

  • Lead annual show case events to celebrate the success of children as scientists at Neville’s Cross.  
  • Collate a portfolio of evidence, which reflect children’s deepening knowledge and experiences in Science over time.  
  • Monitor standards of teaching, lessons and books.  
  • Provide CPD opportunities including mentoring and coaching.  

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Food for life

Arts Council Artsmark Award

Arts Council England

Healthy School

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Neville’s Cross Primary

Copyright © 2021 Neville's Cross Primary School

Relly Path

Durham

DH1 4JG

Tel 0191 384 2249· Email nevillescross@durhamlearning.net



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