Engaging, exciting and empowering lifelong learners through a creative, mastery-based curriculum
The characteristics of a scientist at East Farleigh
The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.
Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
High levels of originality, imagination or innovation in the application of skills.
The ability to undertake practical work in a variety of contexts, including fieldwork.
A passion for science and its application in past, present and future technologies.
Curriculum Ambition: Science
At East Farleigh Primary School, our intent is to approach science with a deeper, more engaging curriculum. With a mastery approach, to accelerate higher order thinking, the children will feel inspired and be equipped with the skills, and knowledge necessary to follow their own natural curiosity, applying the scientific inquiry and reasoning skills they have learnt to other settings, challenges and experiences in their lives.
The children will develop as scientists, with the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. All children will be taught essential aspects of the knowledge, methods, processes and uses of science. They will be empowered with skills of observation, scrutiny, questioning, comparison and contrast, ordering and evaluation. They will become passionate enquirers and be utterly absorbed by the world around them; inspired to push boundaries of understanding through observation, testing, and hypothesising questions they have created themselves.
The ambition of the science curriculum is to excite through the tangible experiences and investigations that are taught. With this wonder, we create curiosity within the children for them to want to question, explore and discover further. We aim to inspire and capture the minds of the children which therefore leads them to question the world around us and become lifelong learners.
Curriculum Design: Science
The science curriculum can be embedded into a termly topic but if the subject matter doesn’t link the lessons are to be taught discretely. This is essential to secure the science aims of the National Curriculum, develop their understanding of nature, processes and methods of science through different enquiries and to question the world around them. We will equip the children with scientific knowledge to understand the uses of and implications of science today and for the future.
Curriculum Concepts: Science
Our pupils should be able to organise their knowledge, skills and understanding around the following learning hooks:
Understand animals and humans
Investigate living things
Understand evolution and inheritance
Understand movement, forces and magnets
Understand the Earth's movement in space
Investigate light and seeing
Investigate sound and hearing
Understand electrical circuits
‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data.
These key concepts or as we like to explain them to children – learning hooks, underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
Meeting Milestones: Science
As part of our curriculum philosophy, built on around the concept of mastery and learning being a change to long-term memory, it is impossible to see impact in the short term. We do, however, use assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run. We use comparative judgement in two ways: in the tasks we set (POP tasks) and in comparing a child's work over time. We also use lesson observations to see if the pedagogical style matches our depth expectations.
End of year teacher assessments, which take into account engagement in lessons, quality of outcomes and results from any POP/ summative tasks, help to form a judgement about a child's attainment within the subject. These judgements are made in relation to a child's progress towards mastering biannual milestones against four essential threshold concepts (see above).
What do our pupils think?
"I enjoyed going to the playground to find different plants. I have learnt a new word: germination." Year 1
"I enjoy learning new things and doing lots of experiments." Year 2
Aspirations for the future
Pupils develop an understanding of how subjects and specific skills are linked to future jobs. Here are some of the jobs they could aspire to do in the future as a Scientist:
Animal researcher or a marine biologist
Helicopter mission control