SCIENCE

Science Intent

At Shaftesbury High School, we recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science the prominence it requires. We want all children to: develop their curiosity, observation, questioning and reasoning skills through investigating problems, learning how science works and discovering why science matters in the world.

How is the science curriculum implemented?

Children experience weekly science lessons, this allows them sufficient time to become fluent in their knowledge and skills, and recalls will ensure this is embedded in their long term memory.

We follow an enquiry based approach which focuses on the acquisition of substantive knowledge before ‘proving’ or inquiring through investigations.

Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up. Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching.

Special Educational Needs and Disability

We recognise that pupils with SEND have a range of different needs and starting points. Some of our pupils have severe, complex or profound needs that have a significant impact on their cognitive development, especially the way that they are able to make alterations to their long-term memory. Teachers are ambitious for all pupils including those with SEND, developing and adapting the curriculum so that it is coherently sequenced to all pupils’ needs, starting points and aspirations for the future; acquiring the knowledge and cultural capital they need to succeed in life.

How is Science assessed?

Each unit of work begins by ascertaining the children’s prior knowledge and any connected knowledge held in their long term memory. Any misconceptions that arise throughout the unit are identified and addressed appropriately. Children continue to recall their knowledge throughout a unit in order to ensure an alteration in long term memory.

The curriculum provides sufficient opportunities for planned revisits of previously learned knowledge, concepts and procedures; this is to ensure that, once learned, knowledge becomes deeply embedded in pupils’ memories.

Regular ‘low stake’ assessments and ‘deliberate practice’ are used in order to strengthen memory by revisiting at gradually increasing intervals.

CURRICULUM

SCIENCE

Science Intent

At Shaftesbury High School, we recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science the prominence it requires. We want all children to: develop their curiosity, observation, questioning and reasoning skills through investigating problems, learning how science works and discovering why science matters in the world.

How is the science curriculum implemented?

Children experience weekly science lessons, this allows them sufficient time to become fluent in their knowledge and skills, and recalls will ensure this is embedded in their long term memory.

We follow an enquiry based approach which focuses on the acquisition of substantive knowledge before ‘proving’ or inquiring through investigations.

Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up. Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching.

Special Educational Needs and Disability

We recognise that pupils with SEND have a range of different needs and starting points. Some of our pupils have severe, complex or profound needs that have a significant impact on their cognitive development, especially the way that they are able to make alterations to their long-term memory. Teachers are ambitious for all pupils including those with SEND, developing and adapting the curriculum so that it is coherently sequenced to all pupils’ needs, starting points and aspirations for the future; acquiring the knowledge and cultural capital they need to succeed in life.

How is Science assessed?

Each unit of work begins by ascertaining the children’s prior knowledge and any connected knowledge held in their long term memory. Any misconceptions that arise throughout the unit are identified and addressed appropriately. Children continue to recall their knowledge throughout a unit in order to ensure an alteration in long term memory.

The curriculum provides sufficient opportunities for planned revisits of previously learned knowledge, concepts and procedures; this is to ensure that, once learned, knowledge becomes deeply embedded in pupils’ memories.

Regular ‘low stake’ assessments and ‘deliberate practice’ are used in order to strengthen memory by revisiting at gradually increasing intervals.

CURRICULUM

SCIENCE

Science Intent

At Shaftesbury High School, we recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science the prominence it requires. We want all children to: develop their curiosity, observation, questioning and reasoning skills through investigating problems, learning how science works and discovering why science matters in the world.

How is the science curriculum implemented?

Children experience weekly science lessons, this allows them sufficient time to become fluent in their knowledge and skills, and recalls will ensure this is embedded in their long term memory.

We follow an enquiry based approach which focuses on the acquisition of substantive knowledge before ‘proving’ or inquiring through investigations.

Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up. Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching.

Special Educational Needs and Disability

We recognise that pupils with SEND have a range of different needs and starting points. Some of our pupils have severe, complex or profound needs that have a significant impact on their cognitive development, especially the way that they are able to make alterations to their long-term memory. Teachers are ambitious for all pupils including those with SEND, developing and adapting the curriculum so that it is coherently sequenced to all pupils’ needs, starting points and aspirations for the future; acquiring the knowledge and cultural capital they need to succeed in life.

How is Science assessed?

Each unit of work begins by ascertaining the children’s prior knowledge and any connected knowledge held in their long term memory. Any misconceptions that arise throughout the unit are identified and addressed appropriately. Children continue to recall their knowledge throughout a unit in order to ensure an alteration in long term memory.

The curriculum provides sufficient opportunities for planned revisits of previously learned knowledge, concepts and procedures; this is to ensure that, once learned, knowledge becomes deeply embedded in pupils’ memories.

Regular ‘low stake’ assessments and ‘deliberate practice’ are used in order to strengthen memory by revisiting at gradually increasing intervals.

CURRICULUM