The starting point for the science curriculum at St. Benedict’s Primary School is the children. Language and literacy is at the heart of our curriculum and is the basis from which all other subjects evolve. We therefore aim to develop the children’s scientific skills and knowledge through a connected and language rich curriculum to develop their understanding through different types of science enquiries that help them to ask and answer scientific questions about the world around them.
We aim for our children to be; successful learners, responsible and rights respecting citizens and confident individuals.
At St. Benedict’s Primary school, our curriculum uses the 2014 National Curriculum as our learning framework. Science is taught through the Cornerstones Curriculum which is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum. Science is delivered through imaginative learning projects where scientific skills and knowledge are developed progressively through an inclusive, creative and engaging curriculum; providing a variety of opportunities and challenge to all our pupils.
Stand-alone science lessons are planned and implemented where the ILP does not include specific science targets. This ensures scientific skills and knowledge are continually developed and full science coverage is achieved.
In the EYFS, science is taught in a creative, thematic, cross-curricular way with links to the text being taught. This is delivered as part of child initiated learning, adult guided and continuous provision.
The Science Curriculum at St. Benedict’s Primary school provides all learners with the opportunities to work in groups and individually in a range of practical work to maintain the children’s curiosity, develop their investigative skills and to ensure that they become confident and independent learners. Through engaging, practical and investigative work, children are given valuable opportunities to use subject specific vocabulary to make observations, explain their ideas, answer questions and develop their scientific enquiry skills. Children are able to answer ‘The Big Question’ at the end of each Imaginative Learning Project using the knowledge, skills and vocabulary that they have learnt through their science work.
Planning, work from the children’s topic books and group books, teacher and pupil voice in science are monitored every half term. The evidence gathered is evaluated and reflected upon to ensure that there is progression in skills, knowledge and subject specific language across year groups and phases. Progression in scientific skills and knowledge is clear as children move through the school and the progression of scientific skills in key areas can be seen from Early Years to Key stage 2. In Early Years children begin to name and describe the main features of different animals, identify and group animals based on key similarities and differences. In Year 1, children learn about carnivores, herbivores and omnivores and identify and group animals based on this criteria. In Year 2, children explore the basic needs of animals, including humans for survival and identify that animals and humans have offspring which grow into adults. In Year 3, children then develop their understanding that animals, including humans need the right types of nutrition from what they eat and they learn about skeletal systems and muscles. In Year 4, children construct and interpret more complex food chains, identifying producers, predators and prey.
Knowledge & Skills Builder - Working Scientifically
Knowledge & Skills Builder - States of Matter
Knowledge & Skills Builder - Sound
Knowledge & Skills Builder - Rocks
Knowledge & Skills Builder - Plants
Knowledge & Skills Builder - Materials
Knowledge & Skills Builder - Light
Knowledge & Skills Builder - Forces & Magnets
Knowledge & Skills Builder - Evolution & Inheritance
Knowledge & Skills Builder - Electricity
Knowledge & Skills Builder - Earth & Space
Knowledge & Skills Builder - Animals