We teach children to know about the unique processes of enquiry in science. Our ‘Big Ideas’ for Working Scientifically are:

• Observing over time.

• Observing, classifying and grouping.

• Comparative and fair testing.

• Pattern seeking.

• Research using secondary sources.

By the end of KS1, children should be able to: 

∙ Ask simple questions and recognise that they can be answered in different ways. 

∙ Observe closely, using simple equipment 

∙ Perform simple tests. 

∙ Identify and classify. 

∙ Use their observations and ideas to suggest answers to questions. 

∙ Gather and record data to help in answering questions 

By the end of KS2, children should be able to: 

∙ Ask relevant questions and use different types of scientific enquiries to answer them. 

∙ Set up simple practical enquiries, comparative and fair tests.

∙ Make systematic and careful observations and, where appropriate, take accurate    measurements using standard units, using a range of equipment, including thermometers and data loggers. 

∙ Identify differences, similarities or changes related to simple scientific ideas and processes. 

∙ Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.  

∙ Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. 

∙ Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. 

∙ Use test results to make predictions to set up further comparative and fair tests. 

∙ Report and present findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.

∙ Identify scientific evidence that has been used to support or refute ideas or arguments. 

Milestones

These are the goals that the children should reach to show that they are meeting the expectations of our curriculum. At Leigh on Mendip School, we help children progress in science by:

• Carefully sequencing within our long term plans the introduction of knowledge that they need to understand.

• By providing the vocabulary that they need to articulate their understanding of science.

• By providing the children with deliberate practice activities that will help them to make progress towards the milestones and remember what they have learnt. 

Developing science capital

Exposing children to experiences both inside and outside of the classroom is extremely important and we take full advantage of our school grounds and rural surroundings. We have our own pond on site and are just a short walk away from our forest school area.  Having a working quarry in our village gives our children a unique opportunity to experience inspirational and engaging learning experiences which are mapped onto core curriculum areas such as;  habitats and living things and rocks and fossils.  Alongside this, we aim to enhance learning through other extra-curricular activities such as, after school science club, visitors, trips, science museums and taking part in national science events such as British Science week. These experiences complement the science curriculum and provide a real context for the children to apply their knowledge and skills.       .  

SEND

We recognise that all children are entitled to a quality of provision that will enable them to achieve their potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement, in order to close the gap. High quality teaching that is differentiated and personalised will meet the individual needs of our children and provide opportunity for success. We establish and maintain a culture of high expectations that allows children with SEND and those who are disadvantaged to be included in all opportunities in order for them to have the best learning experiences. We ensure that children with any additional needs are supported through regular assessment and feedback, differentiated planning, scaffolding, target setting, pre-teaching, recall activities, targeted interventions, 1:1 support and regular reviews of progress. 

Reading in science 

Our aim is for our children to develop the habit of reading widely and often, both for pleasure and for information. We want our children to be excited about reading both fiction and non-fiction books and promote ‘science reading for pleasure.’ There are a wealth of science books published for children and our plan is to invest in more of these books and make them available for children to read across the school. Reading science books will help to extend and consolide children’s knowledge and understanding and promote the learning of science skills.  It will also expand the children's scientific vocabulary and deepen their understanding of words. Alongside this, we plan to introduce an after school science reading club and a ‘science reading challenge’ to further extend our children’s knowledge and understanding, but also to excite their interest and imagination.  

Assessment

We assess the outcomes for science through our POP tasks (proof of progress tasks) which are built into our planning to assess how well and how deeply children know and understand what we have taught. We also assess against the key areas for working scientifically at the end of each unit to help identify any gaps. We give children opportunities to re-visit prior learning and carry out regular recall activities. Through these assessments, we are able to identify children that are on target for meeting the end goals, (milestones) at a basic, advancing or deeper level. This then informs teachers to plan for those not on target and for those at greater depth. 

These are the progression documents for science:

Key Stage 1 

Key Stage 2