Science

Our science curriculum aims to stimulate pupils’ interest in science and to foster a sense of awe and wonder. Through high quality teaching and learning, we aim to bring a sense of excitement to our science lessons. Meaningful investigations and enquiry are the core of every child’s learning.

Through great teaching of CUSP Science, we encourage pupils to be curious learners who are inquisitive, ask questions and think hard. CUSP Science seeks to empower pupils to ask relevant scientific questions as well as begin to answer them using substantive and disciplinary knowledge.

Through this pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of the rich substantive and disciplinary knowledge.

Substantive knowledge - this is the subject knowledge and explicit vocabulary used to learn about the content. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content. In CUSP science, an extensive and connected knowledge base is constructed so that pupils can use these foundations and integrate it with what they already know. Misconceptions are challenged carefully and in the context of the substantive and disciplinary knowledge. In CUSP Science, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position that new knowledge.
Disciplinary knowledge – this is knowing how to collect, use, interpret, understand and evaluate the evidence from scientific processes that are taught.

Our children study specific science units every term (see Long Term Plan), and by the end of their school career, they will have covered the whole National Curriculum and much more!

We want our children not only to access science in school, but to engage in real-life science at home, through inspiring our parents and carers with parent-learning days and Science Weeks.

Ultimately, Dovecot's science curriculum aims to develop ambitious aspirations, through excellent teaching and learning, where every child feels and knows that they are a scientist!

SCIENCE

Overview

KEY STAGE 1

Pupils study the Seasons and develop an early conceptual understanding of how day becomes night. An understanding of change over time connects to the study of Plants, including trees. This focus enables children to associate trees as belonging to the plant kingdom and notice the changes deciduous trees go through connected to the seasons.

Contrasting that study, pupils learn about Animals, including humans. Non-examples of plants are used to contrast the features of an animal.

Pupils are introduced to identifying and classifying materials. Scientific terms, such as transparent, translucent and opaque are taught explicitly through vocabulary instruction and pupils make further sense by applying it to what they know and then to working and thinking scientifically tasks. This substantive knowledge is enriched by pupils’ use of disciplinary knowledge through scientific enquiry.

Within the study of Living things and their habitats and Uses of everyday materials new substantive knowledge is constructed and made sense of through Working and Thinking scientifically tasks.

LOWER KEY STAGE 2

The unit on Rocks is studied and connected with prior knowledge from ‘Everyday materials’ in KS1. A study of Animals, including humans is built upon from KS1 and contrasts the physical features with the functions they perform, including the skeleton and muscles.

Rocks is revisited again to sophisticate and deepen pupils’ knowledge, advancing their understanding.

Forces and magnets are introduced and connect with KS1 materials, including twisting, bending and squashing. Contact and non-contact forces are taught and understanding applied through Working and Thinking Scientifically. The abstract concept of Light is made concrete through knowing about light sources and shadows. Plants are studied to develop a more sophisticated understanding of their parts and functions, including pollination.

A study of Living things and their habitats pays close attention to classification and is directly taught using prior knowledge to ensure conceptual frameworks are secure. Animals, plants and environments are connected in this study with a summary focusing on positive and negative change.

Electricity is introduced and pupils acquire understanding about electrical sources, safety and components of a single loop circuit.

Animals, including humans focuses on the sequence of digestion, from the mouth to excretion.

States of matter and Sound are taught using knowledge of the particle theory. Practical scientific tasks and tests help pupils build a coherent understanding of the particle theory by applying what they know through structured scientific enquiry.

UPPER KEY STAGE 2

Pupils reuse and draw upon their understanding of states of matter in the study of Properties and changes of materials.

Change is also studied within Animals, including humans, focusing on growth and development of humans and animals.

Earth in Space develops the conceptual understanding of our place in the universe.

A study of Forces sophisticates the substantive knowledge acquired in KS1 and LKS2. Enhancing this study of Forces, pupils learn about Galileo Galilei 1564 - 1642 (considered the father of modern science).

Living things and their habitats focuses on differences in life cycles of living things and how they reproduce. This study also contrasts previous scientific thinking.

A further study of Living things and their habitats enables pupils in UKS2 to revisit and add to their understanding of classification through the taxonomy created by Carl Linnaeus. More complex animals are studied.

Light is revisited and taught with advanced substantive knowledge. This is physics study with a focus on the properties of light, not the biology of the eye.

OVERVIEW OF KNOWLEDGE

Each unit includes an overview for the teacher which details the big idea that pupils will be studying, prior knowledge, skills to be taught and common misconceptions.

KNOWLEDGE ORGANISERS

Dual coded knowledge organisers contain core information for children to easily access and use as a point of reference and as a means of retrieval practise.

HOW DO WE KNOW WHAT THE CHILDREN HAVE LEARNED

Questioning
Pupil Book Study talking about learning with the children
Talking to teachers
Low stakes ‘Drop-in’ observations
Quizzing and retrieval practise
Feedback and marking
Progress in book matches the curriculum intent

Example of quiz

Summative assessment takes place at the end of each Science unit. This is used to assess the children's knowledge and to assist teachers in planning retrieval (Remember/Recall) activities to ensure knowledge is secured in the long term memory.