Science
The 2014 National Curriculum for science aims to ensure that all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics, that they develop an understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them, and that students are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.
Science teaching at Eaton Bray Academy aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and, also, an understanding of the uses and implications of science, today and for the future. We have an emphasis on engaging our students in all science topics that they study, with the goal of allowing students to explore topics deeply through hands-on exploration. At all times, we encourage students to develop their own scientific explanations for observations while giving students opportunities to extend their understanding, make connections, and explore additional concepts.
At Eaton Bray Academy, scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. For example, topics, such as Plants, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into long-term memory.
All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific-based questions. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Concepts that are taught to students are reinforced by focusing on the key features of scientific enquiry so that pupils learn to use a variety of approaches to answer relevant scientific questions.
Eaton Bray Academy – Science Implementation
At Eaton Bray Academy, we believe that Science provides an empirical way of answering interesting and important questions about the biological, physical, chemical, and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises. Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.
In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this ‘scientific literacy’ are well established, including giving students the capability to investigate the natural world and changes made to it through human activity. The ability to think and act in scientific ways helps build the broader suite of capabilities in students as confident, self-motivated and active members of our society.
Teachers plan science using our Progression of Skills document which allows children to build upon prior knowledge and understanding. This document also outlines the Working Scientifically skills, which teachers use to plan inquiry-based lessons which support children’s journeys to becoming independent and resilient learners. The teaching, learning, and sequencing of science follows a blocked curriculum approach which has been implemented to ensure coverage and progression in all subject areas.