Science

At St Therese, we encourage children to be inquisitive throughout their time at the school and beyond. The bespoke Science curriculum we have designed by our lead teacher fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living world. 

Our core intent:

• To carefully plan for learning In the early years so pupils are introduced to a wide-ranging vocabulary that categorises and describes the natural world. These words are not too technical but provide the platform for developing scientific concepts that will be built on in later years.
• Across all key stages learning plans are broken down into their component knowledge: what is it is that children need to know
• Substantive knowledge is sequenced so that pupils build their knowledge of important concepts throughout their time at school.
• Knowledge is sequenced so children can acquire new concepts by building on previous learning This allows teachers and pupils to see how knowledge is connected.
• Disciplinary knowledge  – learning how scientists think and investigate is planned for across the curriculum it too is progressive

We believe science encompasses the acquisition of knowledge, concepts, and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards identified phase ‘end points’ in accordance with NC expectations. 

We are clear what we want our children to learn so we can plan for success in helping them know more and remember more. We do this through improving specific scientific knowledge and knowing how to work scientifically. 

We want our children as pupils learn through the school curriculum, by building their knowledge of scientific concepts and procedures. By doing so, pupils can reason scientifically and can use their knowledge to work scientifically with increasing expertise.

Our learning will be built around improving knowledge of:

Substantive knowledge – knowledge of the products of science, such as concepts, laws, theories and models: this is referred to as scientific knowledge and conceptual understanding in the national curriculum.

Disciplinary knowledge – knowledge of how scientific knowledge is developed): this is specified in the ‘working scientifically’ sections of the national curriculum and it includes knowing how to carry out practical procedures. 

By learning substantive and disciplinary knowledge, pupils not only know ‘the science’; they also know the evidence for it and how they and scientists can collect it. We want our pupils to develop disciplinary knowledge as it is an important goal of the national curriculum. This goes beyond simply doing practical work or collecting data. It includes learning about the concepts and procedures that scientists use to develop scientific explanations which, in turn, have implications for the status and nature of the scientific knowledge produced

Scientific enquiry methods and knowledge are also mapped for each year group and are progressive throughout the school. This ensures systematic progression to identified methods and end points. 

The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences; using equipment, conducting experiments, building arguments and explaining concepts confidently. 

We aim to deliver the expectations from the 2014 National Curriculum for Science 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.

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