“Science is a way of looking at the world - it is about seeing how the world is, not through the filter of ideology, but through measured observation.”
Professor Brian Cox
Vision and INtent
Key Stage 1 Vision
Key Stage 2 Vision
My name is Mrs Hulse and I am the science coordinator at Cheadle Primary School. My role is to ensure that the teaching and learning of science across our school is relevant, engaging and enables all children to fulfil their potential. Most importantly though, I’m always striving to ensure that each and every member of our school community has the opportunity to appreciate the awe and wonder of this fascinating subject!
Curriculum and implementation
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science.
Science teaching is good when....
Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom.
Science teaching is good when pupils say....
We apply our ‘working scientifically skills’ to solve problems, explore, observe and investigate.
Scientific Knowledge and Conceptual Understanding
The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Children’s starting points are identified at the beginning of each science topic and the children are able to convey and record what they know already.
At the end of the block, children’s knowledge is checked in line with the key knowledge identified prior to the teaching block. Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely.
They should build up an extended specialist vocabulary and teachers ensure that this is developed within each lesson and throughout each science topic.
The science curriculum ensures that children are provided with regular opportunities to apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. Through use of the KWL strategy, children are also able to suggest what they would like to learn at the start of each teaching sequence and this ensures that teachers are able to adapt the programme of study to ensure that this is informed by children’s interests and to maximise their engagement with and motivation to study science.
The Nature, Processes and Methods of Science
‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group and this is embedded within lessons and focuses on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils are given opportunity to seek answers to questions through collecting, analysing and presenting data.
The National Curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. At Cheadle Primary, science lessons provide a quality and variety of subject specific language to enable the development of children’s confident and accurate use of scientific vocabulary and their ability to articulate scientific concepts clearly and precisely. They are encouraged and assisted in making their thinking clear, both to themselves and others, and teachers ensure that pupils build secure foundations by using discussion to probing and remedying their misconceptions.
We show science is great by....
An active learning environment, making effective use of our Cheadle Primary School Science Principles, and relevant Working Scientifically posters for age phase on the working walls during science topic coverage.
Core Knowledge and skills
Please click on the links below to see our subject progression documents for science.
Children’s progress is continually monitored throughout their time at Cheadle Primary School and is used to inform future teaching and learning. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study as set out in the National Curriculum. These are set out as statutory requirements. We also draw on the non-statutory requirements to extend our children and provide an appropriate level of challenge.
cultural capital and enrichment
Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.
What our pupils say
I love science! We get to do lots of experiments.
I love that we are always learning new things and building on what we learned last year.
I like going outside to learn about minibeasts and their lifecycles.
I like our practical science lessons and experiments because they help us to learn in a fun and interesting way.
I enjoyed going out into Cheadle and helping to keep the animals safe by collecting litter.
The best science lessons are when we learn by getting stuck in and finding out answers to questions ourselves.
I enjoy developing my knowledge in science – I always feel like I go from knowing nothing to becoming an expert! We are given lots of opportunities to find out for ourselves by investigations.