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Chaddlewood Primary School

Inspiring a love of learning

Chaddlewood Primary School

Science

Mr Joe Conway

Science Subject Leader

jconway@chaddlewoodschool.org.uk
The National Curriculum - Science.pdf
KS1 Science Progression Grid.pdf
Year 3&4 Science Progression Grid.pdf
Year 5&6 Science Progression Grid.pdf

'A Chaddlewood scientist has the skills, knowledge, techniques and enthusiasm  to ask questions and find answers while working scientifically. They have amassed an understanding of scientific areas in a progressive way and have developed the vocabulary and recording skills to describe what they are learning and discovering about the world.'

 
Science Key Concepts

Intent: Science at Chaddlewood is planned using the National Curriculum objectives as assigned to each year group. Learning activities have then been designed to meet these objectives and are mapped to ensure progression of skills, knowledge and vocabulary.  In addition the skills, methods and processes needed to ‘work scientifically’ are also planned to progress across the school with the intention that children can experience different types of scientific enquiry, which are embedded into topic planning. Recording of outcomes are also planned to progress across year groups and ensure that the children have the opportunity to record in different ways.

The planning format follows that of other subjects in that there is an immersion, review and assessment and knowledge rich phases. For instance, an immersion activity at the beginning of a volcanoes module might ask the children to make a model of an active volcano.

Knowledge is taught to be remembered, not merely encountered therefore we use retrieval practice to support this and ensure the essential ‘milestones’ of each subject are taught and embedded. Planning provides the opportunity to embed previous learning or ‘overlap of learning’. KWL grids are used to ascertain children’s prior knowledge and gaps in previous learning and is used as a mechanism to shape the planning for the module. These assessments are then feedback to previous year group teachers to inform and improve their planning effectiveness.

Knowledge organisers are also shared to allow prior understanding of the knowledge and vocabulary which will be taught in the module.

Assessments are made formatively using the KWL and retrieval grids and summatively with end of unit tests.