Science

Through science, children can explore and understand the world around them. As a core subject, it is central to the learning process both in material knowledge and the development of scientific skills. It is our intention to promote a love of investigating to ask questions and solve problems about nature and processes to produce the scientists of the future.

It is our intention for children:

To learn the National Curriculum Science content through high quality teaching.
To learn through practical investigations wherever possible.
To provide a science curriculum accessible to all children at Aldrington.
To ensure the progression of scientific knowledge and scientific skills as children move through the school.
To encourage children to see real-life links in the science curriculum.
To be inspired to ask questions and use their science learning to solve problems.
To make links between their science learning and other curriculum areas.

This will be implemented by:

Science lessons include both a knowledge and scientific method learning intention. Scientific working skills fall into five areas: observation over time, pattern seeking, identifying, classifying and grouping, comparative and fair testing, and research using secondary sources. These are used across lessons, enabling children to make progress in all areas of scientific inquiry.
Learning is differentiated according to children’s learning needs. This is developed continuously.
Children are alerted to real-life applications of scientific discovery. The every-day relevance of science is demonstrated through a range of problems solved during lessons.
Outdoor learning in the grounds (including the forest school area), visits and the opportunity to join a science club provide scientific experiences in a range of settings.
The children are encouraged to think about their own learning using grids at the beginning and end of each unit, this includes understanding of key vocabulary.
Staff inset occurs when necessary to introduce new initiatives, feedback important information and resource updates.

The impact of this is monitored through:

Termly planning from each year group can be accessed and compared by the subject lead.
Book scrutiny provides evidence of attainment, coverage and differentiation.
At the end of each unit of study, teachers use assessments and judgement to record if children are working towards, expected or greater depth for knowledge and working scientifically. These are monitored by the subject lead.
Pupil voice questionnaires provide information about key aspects of the children’s viewpoint of science, their learning and events they have experienced. The subject lead uses this information for the future development of the subject.

Helping at Home

Good science learning is about discovery and following an inquiry. If you would like to help your child with science learning at home, please see the Home Learning page. If you have any questions, please ask your class teacher in the first instance.

Science Policy

Progression of Skills in Science