Science Implementation

• The THJS Science curriculum contains ample opportunities for cross-curricular links via STEM – with planned opportunities for children to develop their scientific enquiry through pupil-led investigations and STEM challenges. Children learn and apply scientific knowledge and skills, revisiting and embedding these through a progressive and innovative bespoke curriculum, designed with THJS pupils in mind.
• In the Spring Term, the whole school will celebrate British Science Week with a specific focus on 'Working Scientifically' in more depth. Pupils explore lines of Scientific Enquiry (Comparative and Fair Testing; Observation Over Time; Identifying, Classifying and Grouping; Pattern Seeking; and Research Using Secondary Sources) in further detail, through a range of child-led investigations that further embed our Working Scientifically skills.
• Science (STEM) learning is evident in classrooms through vocabulary rich displays, including Working Scientifically 'Enquiry' and 'Skills' posters which are referred to throughout lessons.
• There is a clear, intentional focus on language and oracy – scientific vocabulary is displayed and modelled continuously.
• Each lesson starts with retrieval practice in the form of a 'Flashback', to recap and embed key concepts.
• All lessons are placed in the context of the ‘Big Picture’ of both the current unit, but also the curriculum links (both backward and forwards) that each lesson will build upon and towards.
• Opportunities are planned carefully to develop children’s cultural and scientific capital – e.g. Science trips and school visitors, STEM clubs and real-world scientific ambassadors.
• Learning is memorable through the use of a variety of pedagogical strategies.
• Outdoor learning opportunities are maximised through creative application of the curriculum.
• There is clear progression within topics throughout the school where substantive knowledge and disciplinary skills are built upon.
• Pre-teaching is aimed at our PP, SEND and EAL pupils to ensure all children can fully take part in lessons and understand key vocabulary and the concepts taught.
• Misconceptions are addressed early through teacher feedback.
• All pupils can access lessons and all pupils are challenged for their level of ability through appropriate scaffolding and extension challenges.

Impact

• Children develop knowledge and skills across of a wide range of topics within science.
• Children are able to apply their knowledge and skills to their own scientific enquiries, asking scientific questions, planning enquiries, observing closely, taking measurements, gathering and recording results, presenting results, interpreting results, drawing conclusions, making predictions and evaluating enquiries.
• Learning transfers effectively to long term memory.
• Children are able to articulate their enjoyment of science and the cross-curricular links through STEM. Lessons/trips/opportunities are memorable and inspiring.
• There is a positive increase in children’s risk taking and resilience through their own investigative work.
• Children have a better understanding of science in the wider world and are passionately inspired to actively contribute towards future scientific development.
• Both substantive and disciplinary knowledge progression is tracked through a robust system of assessment opportunities throughout topics across the whole of KS2 – the majority of children reach age-related expectations, with many exceeding and working at a greater depth.
• Science/STEM is monitored through planning scrutiny, book scrutiny, learning walks and pupil interviews.