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We understand the need for all pupils to develop their scientific ability as an essential component of all subjects and as a subject in its own right. A good understanding of scientific knowledge and conceptual understanding helps to support pupils work across the curriculum.

From September 2023 we are introducing the White Rose Science Schemes of learning. These research-based schemes of learning are designed to teach the aims and objectives of the National Curriculum.

Content over time
The schemes are written for content rather than time. This ensures that children are developing a solid understanding of scientific processes and concepts.

Substantive knowledge
The schemes of learning ensure full coverage of the scientific content as stated within the National Curriculum.

Disciplinary knowledge (Working scientifically)
Each step has a working scientifically skill focus. Working scientifically skills are developed across years and year groups.

Working practically
Research shows that children learn best from a ‘hands on and heads on’ approach whereby practical activities are engaging and relevant. This features throughout the schemes of learning.

Children carry out experiments following a plan, investigate and evaluate (KS2) model. Children plan their investigations, carry out their experiments and conclude and provide evaluations.

Modelling is used wherever possible to explain abstract scientific ideas and concepts. This makes it easier for children to apply their knowledge and improve their understanding. In Upper KS2, children are introduced to the limitations of models.

Outdoor learning
Children are encouraged to work outside the classroom wherever possible to help provide relevancy to scientific concepts.

Scientific enquiry
There is one enquiry question per block covering the five enquiry types. This allows children to develop answers to a range of relevant scientific questions.

Each year group has two blocks dedicated to sustainability.
We want to help children to:
• Understand the current issues around sustainability and climate change.
• Identify that they have a role to play in creating a more sustainable future for themselves and others.
• Think of ways to make a positive impact on their local and wider environments.
• Have a positive and proactive mindset when it comes to making sustainable changes.

White Rose linked long term plan Sept 2023

Here at Sheriff Hutton Primary, our science curriculum is designed to help pupils thrive and develop a sense of curiosity about the world around them. Science is happening all around us and provides answers to many of the world’s questions. By following the White Rose Science Curriculum, we aim to equip all children with the skills, resilience and knowledge to prepare them for life in a world where scientific discoveries are paving new futures.

At our school, scientist will acquire and develop a variety of scientific skills and build up a body of scientific knowledge, vocabulary and understanding. Pupils will learn to discuss scientific facts and data effectively through a variety of means, enabling them to become critical and creative thinkers.

Scientific enquiry skills are embedded throughout the curriculum. A key component of the White Rose Science Curriculum is that the skills and knowledge are planned progressively to build upon prior learning. This enables each child to become an independent learner and explore possible answers for scientific based questions.

The science National Curriculum outlines the programmes of study and strands of learning for all pupils in Key Stage 1 and 2. The EYFS statutory framework includes key learning and concepts for scientists across many of its strands. At Sheriff Hutton Primary, we ensure that all units of science are covered, as stated in the statutory guidance, each year. We follow the new, carefully designed, sequential White Rose Science Curriculum, to ensure full coverage, development of skills and progression of knowledge.

White Rose Science carefully plan the timing of units of learning to ensure that units are taught at the most opportune times of each academic year. For example, Seasonal Changes is studied in Year One across the academic year, enabling pupils to apply their knowledge and skills to all seasons. Likewise, plants is always covered within the summer term for Year One, Year Two and Year Three, to ensure pupils are able to enjoy their learning outside the classroom for these units. Plants is also covered in Spring within Year Two and is revisited again within the summer term in Year Three, to ensure that the practical curriculum we deliver can happen at the most opportune times, and to enable pupils to revisit and apply their new skills, ensuring that knowledge and skills stick.

Our curriculum overview shows when all of our units are taught in each year group. Our progression map shows how skills and knowledge are built upon year by year and how these skills develop to ensure that attainment targets are securely met by the end of each key stage.

Working Scientifically is at the heart of science and therefore runs through all strands within all year groups. Practical investigations and opportunities to develop core working scientifically skills are carefully planned into each year group in a progressive and exciting way. At Sheriff Hutton Primary, we encourage hands on learning in science lessons as we believe in the phrase, ‘hands on, heads on.’ This ethos was a large factor for us when considering a science scheme to implement within our school: White Rose Science specifically includes enquiry questions for each unit and ensures practical activities are possible in every lesson throughout each year group. We want our pupils to have experience of planning and carrying out scientific enquiries independently or in groups, together with a range of peers. By teaching through a hands-on approach, children are actively participating, rather than being an inactive audience. This helps them to experience scientific concepts first hand and provides them with opportunities to prepare for high school and later life.

Links to ‘real life’ are often used in science lessons to make the learning understandable, accessible and relevant. Children are rarely given an abstract concept. Instead, children are given engaging enquiry questions that link currently unknown scientific concepts to familiar real-life scenarios. At Sheriff Hutton, we care about the environment and the future of the planet for our pupils. We therefore teach two blocks per year that focus on sustainability. We hope that together, our  learners can make a huge difference to the planet, making all who know them proud of their achievements.

Science lessons allow plenty of time for conversation and discussion as this is key to helping children develop their scientific vocabulary. In addition to allowing pupils the chance to orally explore science, images and diagrams are also used in lessons to give pupils visual support. This helps to make the learning accessible for all pupils and helps make the learning stick through the use of memorable diagrams and images. Lessons also incorporate a range of teaching strategies enabling pupils to access independent tasks, paired work and group projects. Computer programmes and online resources are used to support learning and to present information from the White Rose Science Curriculum in a variety of medias.

Pupils are taught about the work of a varied range of inspirational scientists. We strive to ensure that the scientists studied by our  learners come from a varied, diverse mix of backgrounds, encouraging all learners and promoting equality and respect for the scientific work of all individuals.

We teach science for at least between one and two hours a week, all year round, in all year groups.

The impact of our science curriculum is constantly monitored through both formative and summative assessment opportunities.

Our lessons are planned carefully using the National Curriculum and the White Rose Science Curriculum to ensure that assessment takes place in each lesson. Success Criteria are used when planning and a small steps approach is taken. This, along with assessment for learning strategies used within lessons, helps teachers to continually assess the attainment and progress of students in their class on a lesson by lesson basis. This assessment against the small steps and ‘factual knowledge’ from the White Rose Science Curriculum, helps to inform teacher judgement.

In reception, teacher assessment is used and evidence is gathered and often evidence can be found in the children’s learning journeys.

Lesson visits, book analysis, staff and pupil voice records and planning checks help to ensure that judgements are accurately made and a consistent approach to assessment is followed across school.

We aim to ensure every learner will leave our school equipped with a range of knowledge and skills to enable them to succeed in their secondary education and be innovative and resourceful members of society.