SMC Intent, Implementation and Impact of Science
At St Margaret Clitherow (SMC), we strongly believe that high quality science education and teaching offers the foundations for understanding the world around us. Science is ever changing and is fundamental for a prosperous future, which we strive to facilitate and stress the importance of when delivering the teaching of the processes, methods and knowledge of this vital area. Science at SMC focusses upon developing student’s thinking and scientific practices that enable them to make sense of the world in which they live. We achieve this by ensuring that students are exposed to quality first teaching, investigating scientific phenomena and real-world problems and by applying scientific skills.
A key element to our teaching is the building of fundamental scientific knowledge and concepts that can be added to and developed each year to allow our students to advance their rational thinking skills in addition to developing a sense of curiosity and excitement about science. Students are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, as well as analyse the causes they observe or record. Students at SMC are constantly exposed and immersed in key scientific vocabulary, increasing student’s knowledge and understanding of not only the specific matter they are currently studying, but of the world they live in. Fundamentally, science in our school is about developing our student’s ideas and scientific thinking by allowing them to investigate and study the environment and world around them, regardless of their gender, ethnicity or ability which we achieve with a balanced and broad science programme of study.
In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout our school. Science teaching at SMC involves adapting and extending the curriculum to match all pupils’ needs. Although staff are provided with a scheme of work and teaching sequence to follow, teachers plan to suit their children’s interests, current events, their own teaching style, the use of any support staff and the resources available.
Science is taught consistently in standalone lessons, once a week for up to two hours, but is discretely taught in many different contexts throughout all areas of the curriculum. For example, through our guided reading/comprehension sessions.
At SMC we promote independence for all students to take responsibility in their own learning, therefore we have implemented knowledge organisers which the children use as a working document to track their achievements and progress at the beginning, during and at the end of a topic. The knowledge organiser also enables the student to articulate key scientific vocabulary clearly and precisely, assisting them in making their thinking clear, both to themselves and others. In addition, we have developed topic assessments, which are completed both at the beginning (pre-learning task) and end (post-learning task) of a topic in to show progression and children’s new-found knowledge and understanding. At SMC we ensure that all students are exposed to rich learning experiences that aim to:
The impact and measure of this is to ensure students not only acquire the appropriate age-related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. Our aim for science is to increase the skills needed to navigate an ever-changing world of science and technology by immersing our students with scientific enquiry skills, key scientific knowledge and investigative skills. We aim to create a culture of high scientific aspirations, which will allow our students a platform to develop their scientific learning and careers, and to articulate their understanding of key scientific concepts.