Implementation

One Page Wonder- Our Pedagogical Choices

Subject: Science   Lead: Steph Allcock

ATP’s Science Webpage

Working Scientifically Progression Map 

Pedagogy and Assessment:

• Science lessons are sequenced using the school’s key concept overview.
• Pupils learn through scientific enquiry skills. 
• The Developing Experts scheme is used as a vehicle for teaching Science and adapted for our pupils.
• Teachers have the flexibility to teach whole afternoons/days on science rather than weekly timetabled slots.
• Science lab coats continue to be used (Years 1-6) to further strengthen children’s use of scientific vocabulary across the whole school.

• Each unit of science vocabulary via knowledge organisers are placed into  children’s science books to start a new topic. The aim is for the children to be able to read, understand and spell the words correctly.
• PLAN knowledge matrices are available to refer to on G-Suite and staff use them to check prior learning and to identify any gaps pupils’ learning
• A weekly class lab coat is dedicated to ‘scientist of the week’ and is shared on the weekly newsletter (Years R-6) to ensure science has a high profile.
• Science ‘book looks’ are planned and take place every 3 weeks.
• Professional dialogue regularly assess confidence within science teaching.
• Opportunity for Year groups to visit Daresbury Lab to learn about Earth and Space, promoting the love of science
• Mad Science workshop booked to come into school during British Science week to promote love of Science and subject- successful in 2023/24 academic year
• Assess- Developing experts provide a before and after tests ( found in the knowledge organiser tab on DE topic area). Children to complete this prior to starting the Science topic for the half term. Knowledge organisers off DE put into books
• Plan- From those assessments, it should highlight gaps in children's knowledge and give clear trends within class of what objective areas they are struggling with.
• Do- Follow Developing Experts scheme, but adapt it to your class needs. Enquiry question sheets to be implemented within topic areas, with children taking some ownership of what further knowledge they want to build upon- curiosity question to be added each lesson. Some enquiry questions for topics can be found on White Rose SOL, however feel free to come up with your own as a class.
• Review – At the start of each lesson, complete the assessment quiz from the lesson before, to highlight what children have retained- Chris Hillidge quoted on visit “ All units in science start with a retrieval activity to check prior knowledge. Reteach is done as appropriate to ensure pupils have the requisite knowledge and understanding to move on to more complex concepts and ideas in science.”

• Assess- Complete end of unit test, again looking for trends within questions, which will inform Insight objectives. Take note of raw scores and put onto Insight notes for each child.
• Science review from external visitors from TCAT trust taken place
• Good use of tier 3 vocabulary was seen throughout the school. It was displayed on walls and there was some evidence seen in pupil work.
• Scientific literacy was evident throughout the school from EYFS to years 6. Wall displays of relevant and appropriate tier 3 vocabulary were seen in every classroom. In addition, guided reading supported scientific literacy with the use of books relevant to the curriculum. Examples of specific plant, animals etc were displayed in EY areas which will more effectively prepare them for year one.

CPD

• Science Learning Partnership - regular training and networking for subject leads and teachers
• STEM Network meetings