Exploring Science through curiosity and enquiry.

The National Curriculum for Science aims to ensure that all children:

  1. Develop scientific knowledge and conceptual understanding – through the specific disciplines of biology, physics and chemistry,
  2. Develop understanding of the nature, processes and methods of science through different types of science enquiry that help children to answer scientific questions about the world around them, and
  3. Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Early Years Foundation Stage

Science in Early Years Foundation Stage is taught through Understanding the World. This involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Key Stage 1 and  Key Stage 2

  • Science is taught at least once a week throughout the year,
  • In Key Stage 1 and Key Stage 2, Science is taught using the Snap Science Teaching Framework alongside the Snap Science Toolkit on Collins Connect. This provides teachers with a flexible planning tool and assets to support every lesson, such as videos, animations and slideshows.
  • The Teaching Framework is organised into a series of modules, based on the topics in the new Programme of Study. There are 4 topics per year in Key Stage 1 and 5 per year in Key Stage 2. Each module of Snap Science is made up of a series of lessons which will engage children in the different types of scientific enquiry identified in the National Curriculum.
  • All lessons are stimulated by a question for children to answer, a scientific phenomenon to investigate or a problem to solve. Modules are divided into ‘core’ and ‘enrichment’ lessons. The ‘core’ lessons cover all the objectives from the Programme of Study. The ‘enrichment’ lessons provide extra breadth and depth for the topic.
  • Science work is recorded in two books, a ‘Science book’ and an ‘Our Changing World Diary’. Expectations of all written work must be of the same quality as Literacy and Maths books i.e. spelling; punctuation; presentation; learning objectives written. Book scrutinies will be used to verify teacher assessments and to see quality feedback marking being used effectively.
  • The removal of level descriptors means that the relationship between the science that children are taught and the science that is assessed will be much stronger. Each lesson has a clear science Learning Intention which all children are expected to achieve or exceed, with Success Criteria to exemplify what success will look like. Formative assessment evidence from each lesson, including children’s work, the feedback that is given and responded to any additional observation notes that the teacher makes, is used to track progression and to enable teachers to make confident summative judgements of attainment when required.