Science Curriculum Intent
At Shoreditch Park Primary, we provide an inclusive science curriculum that encourages our children to understand, explore and question the natural and humanly-constructed world around them.
In the EYFS, science is a key part of the specific area ‘Understanding of the World’ and provides important contexts for learning. It is also integral to the development of the unique child and provides effective learning opportunities for ‘creating and thinking critically’ and ‘active learning’. Alongside specific scientific knowledge and vocabulary, children develop the concept of ‘working scientifically’ appropriate to their developmental stage.
In Key Stage 1 and 2, our approach to science teaching enables children to become more independent and autonomous, systematic, precise and evaluative, and to increasingly use their scientific knowledge in their explanations.
We offer a thorough coverage of every program of work within the National Curriculum, with a focus on enquiry, varied investigation, questioning and subsequent explanation of scientific phenomena through rational discussion.
Science Curriculum Implementation
We use the Collins Snap Science programme to structure science lessons. The lesson structure ensures that all children make at least good progress from original starting points through rigorous, inspirational teaching and learning.
Science lessons begin with an explore activity which enables teachers to:
A) Conduct formative assessment: teachers and children can quickly assess retention and prior knowledge.
B) Promote rapid progression within lessons: it serves as guidance as to which differentiated task the children should attempt. Therefore: meaningful teaching and learning.
British values and SMSC are promoted through raising awareness of British Scientist such as: Charles Darwin, Rosalind Franklinand, Margaret Ebunoluwa "Maggie" Aderin-Pocock.
Additionally, British Values are present throughout our Science curriculum and are developed in numerous ways, such as:
- Developing pupils’ self-knowledge through variation, genetics and inheritance;
- Encouraging children to accept responsibility for their own behaviour through human impact on the environment, particularly global warming;
- Evaluating the importance of recycling and the use of alternative fuels; and
- Debating the use of science in the legal system (animal testing).