New Pasture
LaneScience
Curriculum Lead - Mrs Bowling
Intent
At New Pasture Lane Primary School, we strive to deliver an ambitious and high-quality science curriculum which allows our pupils to recognise the significance of science in their everyday lives. We explicitly teach pupils the skills and knowledge they need to become methodical, analytical and inquisitive scientists. Enquiry is at the heart of our science curriculum. The curriculum is carefully sequenced and progressive, enabling all pupils to build knowledge from their starting points and reach their full potential. Lessons build on prior learning, address misconceptions and develop both substantive knowledge (key scientific concepts) and disciplinary knowledge (working scientifically).
The disciplinary knowledge builds progressively to enable children to work scientifically and covers the following aspects:
• Methods used to answer questions
• Using apparatus and techniques
• Data analysis
• Using evidence to develop explanations
We deliver a broad and balanced science curriculum which stimulates and maintains children’s natural curiosity. Key scientists, significant discoveries and theories are also focused on to give the children a real-life understanding of the concepts taught. Where possible, real-life examples are used in lessons to give our children a deeper understanding of these concepts. Building blocks for lifelong learning are reinforced throughout our lesson sequencing.
Key concepts:
Through the science curriculum, pupils will develop an understanding of the following key concepts. These concepts are revisited through different units as pupils move through the school. By the end of primary school, children will know and understand these key concepts.
Biology
• Organisms require a supply of energy and materials
• Genetic information
• Evolution
Chemistry
• All matter (stuff) in the universe is made of tiny building blocks.
• Materials (properties and changes)
• States of matter
Physics
• The universe follows unbreakable rules that are all about forces, matter and energy
• Forces
• Energy
Earth Science
• The earth in relation to the universe.
• The earth spins on its axis
Enquiry strategies
As part of working scientifically which is embedded throughout all units, pupils will also learn to use a variety of enquiry strategies to answer scientific questions. Different questions lead to different types of enquiry and are not limited to fair testing. By the end of primary school, children will be able to use these enquiry strategies confidently and know that different strategies may be needed at different times.
• Observing over time
• Identifying and classifying
• Looking for patterns
• Comparative and fair testing
• Answering questions using secondary sources of evidence
As well as this, pupils will learn about:
• Using models
Second order concepts
Through each unit of science, the following second order concepts are explored:
• Responsibility
• Similarity and difference
• Cause and consequence
• Continuity and change
• Significance
• Written and oral expression
End points:
By the end of EYFS, children will:
Be able to identify similarities and differences between themselves and others, places, objects, materials and living things and are able to discuss past and present events in their own lives. They can make simple observations of animals and plants. They recognise that technology is used for particular purposes in different environments and can select technology appropriately. They can explore how to make things move.
By the end of KS1, children will:
Explore animals, humans and changes within environments and begin to develop simple scientific vocabulary linked to this. Children use different types of scientific enquiry to answer a range of questions. Children are encouraged to ask questions, discuss their findings and present the ideas in a variety of ways.
By the end of KS2, children will:
Have a deep understanding of a range of scientific ideas. Children are able to link scientific ideas to the world around them and, through research, understand how scientific ideas are developed over time. Children use secondary sources of information and practical enquiry to draw conclusions and find things out.
1. Pupils have an understanding of the key domains of knowledge and can use key concepts to make links between the domains
2. Pupils can ask questions and make observations about the world around them using scientific knowledge
3. Pupils can analyse data and articulate evidenced conclusions
4. Pupils are able to follow and design scientific enquiries
5. Pupils have an understanding of some of the major issues facing our planet and an appreciation of the importance of science to wider society
Implementation
Working scientifically is embedded throughout the science curriculum, alongside key scientific knowledge, to secure clear progression towards defined end points. Lessons have clear objectives and follow effective teaching sequences, including modelling, scaffolding, guided practice, independent work and feedback. Detailed medium term plans sequence learning within units of work to ensure coverage of key content in every year group.
Pupils build on prior learning as they develop their understanding of key concepts and scientific skills. They are encouraged to ask their own questions, select appropriate enquiry methods, draw conclusions and present findings using accurate scientific vocabulary.
Assessment is used to check understanding and inform next steps, ensuring knowledge is embedded in long-term memory. Lessons are carefully sequenced towards clear end points, and teachers are supported through high-quality professional development to maintain strong subject expertise.
Impact
Our collaborative approach to science teaching provides an ambitious, engaging and high-quality education. Pupils gain a strong understanding of the world around them and are inspired to continue exploring science beyond primary school.
They develop the knowledge, skills and cultural capital needed to succeed in the next stage of their education and in later life, growing into responsible, respectful and resilient citizens.
npl science progressive objectives.pdf
