We believe science should form a major part of the curriculum developing a sense of excitement and curiosity about the world in which we live.
Working scientifically skills are at the heart of the teaching, which encourages children to explore areas of biology, physics and chemistry, imaginatively and purposefully. Real and relevant practical activities are an integral and regular part of the science curriculum at TAB. Children are encouraged to ask questions about phenomena around them and to suggest ways to find the answers to them. A child’s social development is enriched through the promotion of independence and collaboration skills during practical activities, understanding the advantages of working with others and considering how to keep themselves and others safe. Mathematical and literacy skills are strengthened through the measuring, recording and presenting of enquiry work. Children are supported in thinking critically and analytically towards scientific findings and results, using these to ask further questions to investigate. The knowledge and understanding units enable children to explore the natural world, including in-depth awareness of plants, animals and humans, and foster concern about and understand ways to care for our environment. Materials are investigated, classified and grouped based on their properties and uses. The relationships between states of matter, including reversible and irreversible changes, form the basis of many hands-on experiments. Children lead the exploration of abstract physical phenomena, asking questions about what they observe and using the information to test further theories. Regular and timely feedback is provided to children, which identifies areas of strength, areas for development and guidance on how to progress further.
Teaching across year groups and across core and foundation subjects across the school is linked to the core British values. Science teaching at TAB supports the spiritual, moral, social and cultural development in children’s learning. The science curriculum overview links these four strands to the knowledge and understanding that children will develop during their time at TAB.
Science forms that basis of the world that we live in. Through linking science learning to spiritual, moral, social and cultural development, children are able to better understand the links with their learning and the world around them.
Spiritual education in science enables a better understanding of meaning and purpose in natural and physical phenomena. It promotes an interest in all living things: from the smallest micro-organism to the largest mammals and plants. It creates a curiosity about materials, forces, space and the beauty in natural objects.
Moral education in science encourages an open-minded approach to others’ ideas, and an ability to draw conclusions based on evidence rather than personal views. Children re encouraged to consider the environment, the use of natural resources, and the effect on the future of the planet and its inhabitants.
Social education in science often begins with discussions and practical activities in groups which encourages team work and taking roles of responsibility. This is especially important when working in the laboratory and considering personal safety and the safety of others around.
Cultural education in science involves making links with discoveries in the past and work being carried out for our future. Diversity is explored where scientific discoveries have been made in other countries. Children realise that science is a link between past eras and the modern world, and can be developed, or new discoveries made, by men and women across the world in different countries and cultures.
The curriculum overview for science with SMSC links is located at the end of this page.
Science teaching in the school is about excellence, enjoyment and maintaining curiosity.
The Science curriculum is organised by knowledge and understanding strand, with each year group exploring life processes, materials and their properties, and physical processes. Working scientifically skills are developed through each subject area. This provides a full and in-depth coverage of the National Curriculum for science.
Science planning is linked closely to topics, when possible. The short term planning of each unit is a process in which all teachers are involved, with support from the subject leader. Class teachers then adapt the lessons to fit the needs of their classes and the individuals in them.
Science lessons are on average an hour and a half long each week; however the format this takes can be adapted to suit the need of the class and subject matter.
The science curriculum has a cyclical nature, with units in Year 3 being repeated and built-on in Year 5, and those in Year 4 being developed further in Year 6, allowing children to develop a secure understanding of each unit of knowledge.
Embedding working scientifically skills into the science knowledge and understanding strands enables children to continuously develop as critical and practical scientists. In Year 3 children will begin to ask questions about the world around them. As they progress through the school, they will use their curiosity to form appropriate enquiries and, through their findings, further questions will arise. Different types of scientific enquiries, including observing over time, noticing patterns, grouping and classifying, comparative and fair tests, and the use of secondary sources of information, will be modelled to the children throughout their time at TAB, providing them with a collection of strategies to use. As a result of this, they will, when they reach Year 6, be confident to choose the most appropriate enquiry to use. Their investigative work will advance from explaining their observations to becoming critical towards the reliability of the data and to offer ideas about how they could develop their enquiries further. Recording and presenting their findings, from a simple table provided by their teacher to using a scatter graph, will allow children to develop their mathematical skills in a different context. Communication is an important aspect of science. Children are encouraged to discuss their background knowledge, queries, findings and explanations with their peers in numerous ways, using specific scientific terminology. They will develop to consider the best method to use, considering the needs of the audience. Reflecting on the consequences of scientific developments on the world encourages children to explore moral issues linked to the subject and to share their opinions towards these.
We use assessment in science regularly and effectively to inform our planning and teaching. At the start of the year the children will be assessed on their knowledge of the year group specific working scientifically skills. This assessment is not linked to the science knowledge content for that year group. Information gained from the assessments will enable teachers to personalise learning appropriately, including challenging those to work at greater depth in the subject. Throughout units of work, children use scientific enquiry frames to help to scaffold their investigative work. These are referred to during lessons and through marking making children aware of the next steps in their learning in order for them to achieve further. The children are encouraged to use these more independently as they progress through the school and understand that the skills developed are transferable to a range of contexts.
Knowledge and understanding of the subject areas is assessed through questioning, marking and review booklets. The areas covered are revisited and then extended on over the course of the curriculum at TAB, ensuring that children have a secure embedded understanding of scientific theories.
The science laboratory offers a fantastic opportunity for children to ‘be scientists’ in a different environment. Year 6 will use this resource to support and enhance their learning.
Each year group is given the opportunity to participate in enrichment opportunities throughout the year. These opportunities range from school trips to additional drop-in science sessions.
Websites & other links to extend and further learning at home include:
‘I really liked testing the hovercraft. I thought it would lift off the ground, but it skidded across the desk really well.’ – Year 6
'I like doing experiments. I did like the Alien soup experiment because you were experimenting with different materials.' - Year 5
'I enjoy science because it is really interesting and you can do lots of practical stuff.' - Year 4
'I really enjoyed learning about the water cycle and we have made a water cycle in a bag that I liked watching.' - Year 4
'I enjoyed doing shadows because it was really fun and we got to write a method.' - Year 3
Safety in science is an area of great importance at TAB. Teachers complete regular safety inductions to prepare them to use the science lab and the safety legislations, directed by CLEAPSS, are adhered to closely. We encourage the children to take an active role in considering the safety concerns in practical activities, discussing how to use equipment safely, identifying risks and writing their own safety rules to follow.