Science is a means of discovering and understanding the world around us. It consists of a body of knowledge which attempts to explain phenomena and experiences. It also involves a number of skills and processes by which this knowledge is achieved and applied. Science is also concerned with the development of attitudes concerning scientific activity. Science forms an integral part of our everyday life. It is therefore important for all children to be scientifically literate. 

We aim to help all children to develop an understanding and appreciation of the substantive and disciplinary knowledge in science; providing pupils with a broad and balanced curriculum and teaching them to develop the skills of scientific enquiry: observation, classification, hypothesising, data collection, interpretation of data and evaluation; which will prepare them for the next phase in their education. 

Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. (National Curriculum) 

Our Teaching of Science will ensure pupils: 

• learn about the world and gain knowledge 

• are curious about natural phenomena and advances in technology 

• investigate problems 

• learn how science works 

• discover why science matters in the world and appreciate the importance of science in everyday life and its influence on society 

It will also help them to: 

• challenge the perception that science can provide absolute truth and provide a solution to all problems and develop a positive critical attitude towards scientific developments 

• appreciate the scientific process and see that everyone benefits from the positive results of science 

• be ready to engage in science and scientific methodology 

The Curriculum: 

At Austwick CE VA Primary School, we believe that all children’s education begins in Early Years (this includes SEND, EAL, PP and vulnerable children). ‘Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances.' (EYFS Statutory Framework, 2021) 

Our curriculum is aligned to the Early Years Framework and shows the sequential steps of essential knowledge acquired from Reception to Year 6. We have a determined approach that drives us to ensure that all children meet the expected standard in science and have the knowledge required for secondary school. Our intent is that all children know more, remember more and do more. 

Why this, why now? 

The whole school long term plan is designed to be used for mixed age classes. To ensure firm foundations of knowledge, science teaching starts in the EYFS. KS1 and  KS2 is split into Year A and Year B so children acquire all the essential knowledge required by the end of KS2. Science at Austwick Primary is taught weekly. We  follow Developing  Experts as for our Science teaching across the school and we follow fidelity to our scheme across all of our classes.  

• At Austwick, we have designed a high quality curriculum based on metacognitive research that has a clear sequence of learning. 

• The Curriculum is designed through carefully planned units of work that build on prior knowledge in order to construct a good understanding of new substantive knowledge. 

• Planning allows children to become fluent in their knowledge by allowing sufficient time to immerse themselves with the new learning as well as using knowledge recalls provided throughout the year to aid knowledge to be embedded into their long-term memory. 

• Prior knowledge is recalled before introducing new ideas, and misconceptions actively diagnosed and discussed. 

• Teachers plan lessons to deepen children’s knowledge further and allow sufficient time to fully investigate topics before moving on to new learning. 

• Teachers planning includes and show a substantive and disciplinary approach to science. This therefore allows children the increasing opportunity to apply knowledge in an appropriate ways. 

• Learning experiences should arouse curiosity about natural phenomena which stimulates the posing of questions about such phenomena and enable children to ask and attempt to answer questions arising from observations. 

Knowledge in science: 

Knowledge refers to the theories and concepts making up science, the method of posing questions and carrying out investigations. Although there is no fixed way in which scientists work, all investigations tend to have aspects of common processes such as observation, classification, hypothesising, data collection, interpretation of data and evaluation 

Substantive Knowledge: Knowledge refers to the theories and concepts making up science, the method of posing questions and carrying out investigations. Although there is no fixed way in which scientists work, all investigations tend to have aspects of common processes such as observation, classification, hypothesising, data collection, interpretation of data and evaluation. 

Disciplinary knowledge: In science, disciplinary knowledge is how science is collected, investigated, understood and evaluated. This is the scientific method i.e. changing one variable in an experiment to keep the process a fair test. 

Within disciplinary knowledge, children can make predictions and observations, record measurements, gather and analyse data as well as carrying out and communicating their investigations. 

Connecting knowledge 

New knowledge should be integrated with existing connected knowledge. The relationship between scientific 

concepts should be taught ‘over multiple years, without working memory being overloaded’ thus building on existing 

knowledge whilst revisiting connected knowledge. 

Deliberate practise ensures that learned knowledge is accessible and not forgotten. The ultimate goal is an alteration 

in the pupils’ long term memory enabling them to know more, remember more and therefore do more. 

Connections between different subject areas (particularly maths) must also be identified in lessons so that pupils can be taught how to transfer mathematical knowledge in to a scientific context. 

Pupils will develop both their substantive and disciplinary knowledge learning about: 

• The natural world, living things and animals, including humans 

• The human body, some of the processes it uses to survive and how to keep it healthy 

• Materials, their properties and how these help scientists make decisions as to their practicality and uses 

• States of Matter and the forces that impact our daily lives 

• Geology: How the Earth was formed and what rocks and soils are made from 

• Earth and Space 

• Investigative skills, enabling them to systematically ask and attempt to answer questions arising from observations 

• Scientists who have contributed to the field of science