‘‘It is important to view knowledge as sort of a semantic tree – make sure you understand the fundamental principles, i.e. the trunk and big branches, before you get into the leaves/details or there is nothing for them to hang on to.’’ – Elon Musk
Purpose of study
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
DfE Statutory guidance – National curriculum in England: art and design programmes of study. Published 11 September 2013
Holland Park Curriculum Intent Statement for Science
At Holland Park, we strive for every child to achieve their full potential and develop a strong understanding of the world around them. The breadth of the curriculum allows children to explore and develop a high level of skill. Scientific enquiry skills and knowledge-based teaching are embedded in each topic. The children study and these topics are revisited and developed throughout their time at school. This allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding long-term memory.
Through thorough planning, practical lessons, and teacher knowledge, we aim to provide outstanding teaching to inspire children. Topic specific vocabulary for topics is taught and built up, and effective enquiry questions for each topic are implemented to communicate ideas.
At Holland Park, we are aware that all children may not have access to certain experiences. We try to plan fun weeks, events and trips to create enthusiasm for learning and link these to our school values.
Holland Park Curriculum Principles for Science
What Science looks like at HP
Science is a driver subject and therefore the learning in one term in KS2 and two half terms in KS1 and EYFS is themed around a science topic. Science is still taught discretely throughout the rest of the year.
- The science curriculum is based on good, high quality resources which are regularly organised and audited.
- Has a strong focus on enquiry, with every half-term (KS1) term (KS2) built around enquiry questions.
- Teacher expertise, including the skill of creativity, is woven into the curriculum to make it enjoyable for the children.
How we are going to achieve everything that is set out in the curriculum
- Learners use a question as the starting point, considering different avenues for further research. They do this through exploring, talking about, testing and developing ideas.
- Ask their own questions about what they observe and make decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, group and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information.
- Each term of work is linked to key texts which provide further cross-curricular reading and writing opportunities linked to the science topic.
- Through termly/half termly topics children will develop a sense of excitement and curiosity for children.
- Children will be able to build on prior knowledge and link ideas together, enabling them to question and become enquiry-based learners.
Non-negotiables/expectations for staff and pupils
- Tier 3 scientific vocabulary displayed in the classroom.
- Practical lessons rather than worksheet-based tasks. Evidence can be collated through picture evidence; whole class work being copied. Including trips and visits where appropriate.
- Children develop their independence by having opportunities to plan scientific investigations themselves, this includes children organising, collecting equipment and setting up investigations themselves.
Cultural capital and power of knowledge in Science
- Use scientists and influential people to relate to real life situations.
- Where possible, provide children with real life experiences linked to their learning.