Our school is one family, united in love and deeply rooted in our Christian values, where together on life’s journey we flourish, striving for excellence in all that we do. Inspired by the transformation of St Paul, and enlightened by the glory of God, we will shine like stars to make the world a better place.
Our Curriculum Drivers
Our three curriculum drivers, Resilience, Independence and Aspiration shape our curriculum breadth. They are used to ensure we give our children appropriate and ambitious curriculum opportunities.
It is our intent at St Paul’s CE Primary School for pupils to be fully immersed in every aspect of Science and for them to recognise the importance of Science in daily life. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. We aim to create passionate scientists who appreciate the value of science in the wider world and the potential it can offer for the future of the universe.
We ensure the teaching and learning of Science has the importance and prominence it deserves by delivering a well-rounded, engaging curriculum.
Our curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop 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
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Our school curriculum drivers, along with our vision and values, support to shape and inspire our science curriculum. Children will develop their scientific vocabulary and knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
We believe in:
- building on what pupils already know and inspiring them to ask high quality questions to further their curiosity
- all children having access to active, well resourced, pupil centred learning opportunities which will engage and encourage future aspirations
- the success for every child and that learning is meaningful to all
- the development of child independent learning and effective, quality feedback.
Children will also develop 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. Children will also develop knowledge and understanding of important scientific ideas, processes and skills and relate these to everyday experiences.
Science is taught weekly as a discrete subject, with plenty of opportunities for cross curricular work which is identified in each lesson, where possible. The science curriculum embodies a clear progression framework which ensures that children are continually building on their prior learning as they systematically develop their understanding of key ideas and their scientific skills. The long-term plan (see below) has been designed to contain a sequence of knowledge and concepts, through the specific disciplines of biology, physics and chemistry, on a year by year basis to ensure progress in the big ideas of science to ensure that children develop secure understanding.
We use Snap Science as programme of study which enhances our quality first teaching. It has been created by a team of leading experts and is endorsed by The Association for Science Education. It is made up of several modules which ensures full coverage of the National Curriculum. The framework is built on a clear progression of conceptual knowledge in science from Reception to Year 6, which has been used to structure the content within key ideas, from year to year and within each year group and module. This ensures that children systematically develop their knowledge of big ideas and their scientific skills, for example:
Year 1- Observation of how trees change over a year
Year 2- Identification of plants and animals in habitats over a year
Year 3- Observation of how leaves and seeds change on different trees over a year
Year 4- Classification of plants over a year
Year 5- Life cycles of plants and of reproduction
Year 6- Observation of animal behaviour at different times over a year.
The scientific area of learning is concerned with increasing pupils’ knowledge, understanding of our world, and with developing skills associated with science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence. Science is encouraged to be hands on, investigative and fun and is celebrated through STEM week and other important days/events throughout the year, i.e. World Space Week.
We also use a variety of other resources to support the planning and teaching of science:
- Knowledge organisers for each topic which outlines prior knowledge, future knowledge and vocabulary children will master throughout the topic.
- PLAN primary science assessment resources:
- knowledge organisers and working scientifically matrices that provide additional guidance to clarify the statements for each year of the National Curriculum
- annotated collections of children’s work that provide examples of work that meet the expectations of the knowledge statements for each topic from each year of the science NC
- progression documents that highlight the links between the topics taught in different year groups and the development of working scientifically skills
- The Association for Science Education – a digital resource for science education professionals to support the teaching and learning of science throughout the UK and further afield.
- Explorify – a digital resource for teaching primary science.
- Concept Cartoons - designed to introduce science concepts in everyday settings through discussions and addressing misconceptions.
The impact from planning and teaching a high-quality science curriculum is that children will not only acquire the appropriate age-related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.
The impact of our Science curriculum can clearly be seen in the children’s Science books. Class teachers will use this information to support the pitch of future lessons and identify any scaffolding required to develop key concepts.