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Science teaches an understanding of natural phenomena.

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At Ribbon we aim to stimulate a child’s curiosity in finding out why things happen in the way they do. We teach methods of enquiry and investigation to stimulate creative thought. Children should learn to ask scientific questions and begin to appreciate the way in which science will affect the future on a personal, national and global level. At Ribbon we want our pupils to: · think independently and raise questions about working scientifically and the knowledge and skills that it brings. · be confident and competent in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. · demonstrate excellent scientific knowledge and understanding in written and verbal explanations, solving challenging problems and reporting scientific findings. · show high levels of originality, imagination or innovation in the application of skills. Undertake practical work in a variety of contexts, including fieldwork. · be passionate about science and its application in past, present and future technologies.

At Ribbon, we understand that children are naturally curious and we encourage this inquisitive nature throughout their time with us and beyond. Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes.

Through the programmes of study in the National Curriculum science document children will acquire and develop these skills throughout their Primary years. We ensure that the Working Scientifically skills are built-on and developed throughout their school career so that they can use equipment, conduct experiments, build arguments and explain concepts confidently and continue to ask questions and be curious about their surroundings. It is of paramount importance that science is accessible for all of our pupils.

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Implementation

Teachers will plan challenging and interesting science lessons using the Chris Quigley milestones, to ensure progression across the topic. Lessons will be interactive and engaging, making children excited and eager to take part. Educational visits should enhance learning in science, and create wonder and curiosity around the subject. Through our planning, we involve problem

solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Children should be encouraged to ask questions, make hypotheses, test out ideas and learn from their findings to be able to apply them in new contexts.

Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up.

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Impact

Children will be able to use and understand more scientific vocabulary, which will be evident in their books, videos on earwig, observations and during pupil voice activities. They will ask questions and use their own ideas to try to find the answers, representing their findings in an appropriate manner.

The subject leader will carry out work sampling, learning walk and pupil voice activities, in line with the school’s assessment calendar to assess impact of the teaching and learning that has taken place. Findings will be collated and reported to staff, identifying priorities for further improvements.

Assessment

Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up. PoP Task assessments will be completed by children at the end of each unit, alongside quizzes (In Curriculum Resources-Science-Science 2019-2020-Assessment) to enable the teacher to make judgements on whether the child is working towards age related expectations, working at age related expectations or at greater depth for that topic.

These judgements will be recorded on the Science Assessment Spreadsheet, located in Curriculum Resources-Science-Science 2019-2020-Assessment. Subject leaders will moderate assessment judgements each term – this will include moderating evidence uploaded to Earwig.

All year groups follow the Chris Quigley’s ‘Essentials Curriculum’ and to use Gateshead Assessment Profile to aid judgements.

Downloadable documents

Science Vision

Overview of Science Curriculum

Science Long Term Plan

Science Rationale

Science programmes of study: Key stages 1 and 2