Science at KLT
At Kirkby la Thorpe Primary school, we encourage children to be inquisitive about the world around them. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Learning is woven into cross curricular projects based on the Cornerstones topics that we deliver, using Curriculum Maestro. National Curriculum programmes of study, allow children to acquire and develop the key knowledge that has been identified within each unit and across each year group. Progression documents are used to map the learning journey through each year group and are progressive throughout the school. 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. Children are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a varied science curriculum.
At KLT, science curriculum subjects are not assigned to single year groups, instead a three year rolling learning cycle has been designed in KS1 (incorporating Reception, Year 1 and Year 2) and at KS2 Year 3, 4 & 5 follow another three year rolling cycle; a single year overview has been designed for Year 6. The topics within each module are mapped to ensure that pupils have access to all relevant learning by the end of each Key Stage. Topics and lessons are designed with their particular year group in mind, for example where KS2 learn at the same time, lesson content is adapted and delivered in a differentiated way across all three year groups, to appropriately support, and stretch and challenge pupils according to their developmental age.
A range of tools are used to deliver each topic; these include:
The sequencing of the topics, coupled with the unique videos mean that pupils are able to commit key knowledge to long term memory.
Assessment is built into the programme using the Headstart science programme and can be gathered in a number of effective ways, including: student self-assessment journeys, baseline, formative, and summative assessments, discussion notes etc.
Each half term children are given a knowledge organiser which outlines knowledge, vocabulary and information about a scientist. Children can and do refer to these when needed during a lesson, they also take a copy home to share with their parents.
We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
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. This is developed through the years, in-keeping with the topics.
Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
Our science curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: