Science Curriculum Statement

Curriculum Intent

At Humberstone Infant and Junior Academies, our science curriculum aims to ignite students’ curiosity about the world while equipping them with the necessary scientific knowledge and skills. We strive to instil in children a deep understanding of the uses and implications of science, both in the present and for the future.

Our science curriculum is meticulously planned to cover all national curriculum science objectives in a coherent sequence across the strands of Biology, Physics, and Chemistry. Through our Science route map, students progress through topics such as plants, animals including humans, and rocks, with clear identification of key knowledge and vocabulary We believe in the explorative nature of science learning, providing ample opportunities for students to develop their oracy skills, apply scientific knowledge to real-world challenges, and understand the relevance of science in today’s world. Our inclusive approach ensures accessibility for all students, and initiatives like our whole school STEM week encourage students to explore potential careers in science.

By the end of the EYFS, all children will be able to talk knowledgeably about the natural world around them and the similarities and differences they have enjoyed observing throughout the year, drawing on their own first hand experiences as well as what has been read and discussed in class. Children begin by learning to understand their body and the senses associated with different body parts. As the seasons change, children will learn about the different types of weather and how different temperatures can freeze or melt ice. In the Spring term, children observe different taxidermy birds and learn about the key features of a bird such as the wings, beak and feathers. Through the key text ‘Otto Blotter Bird Spotter’, the children learn about key scientific vocabulary and the different birds which can be found in the UK and around the world. The children also visit Tropical Birdland to compare birds from the UK with birds from different countries. In the Summer term, children learn how to keep themselves healthy and how different fruits and vegetables are grown. Through the various topics taught, children are encouraged to be curious about the world around them, to ask and answer questions and to apply their scientific knowledge and use specific vocabulary and are ready for the next exciting stage in their scientific learning.

By the end of key stage 1, children will have studied topics from mainly within the Biology and Chemistry stands of the science curriculum and acquired important foundational knowledge about seasons, animals including humans, materials and their properties, plants and living things and their environments. Children will learn how to work like a Scientist and to make careful observations, comparisons, and to group and classify objects phenomena they are studying. Children will begin to learn how to use simple equipment to gather data and begin to carry out fair tests. Through experiential learning we endeavour to instil in each child a profound reverence for the natural world, fostering a lifelong interest in scientific inquiry and intellectual curiosity. 

By the end of key stage 2, all children will have a sophisticated understanding of the world in which they live which is further embedded through the teaching of science within the disciplines of Biology, Chemistry and Physics. Through case studies, children will learn about influential and inspirational figures such as Marie Curie, David Attenborough and Mary Anning and answer challenging and engaging questions such as “How can we improve local biodiversity? Children will learn to plan and independently carry out a range of scientific enquiries with increasing precision and consideration of variables and to draw conclusions from their results using their substantive and disciplinary knowledge. They will learn to select and use a wide range of resources and equipment to explore increasingly complex phenomena and to form hypotheses based on their extensive subject knowledge. 

As they leave key stage 2,, our children depart equipped not only with a wealth of scientific knowledge but also with the ability to articulate their understanding and apply it meaningfully to the world around them. Through a myriad of enriching experiences woven into the fabric of their school journey, they have been empowered with the scientific knowledge to become articulate ambassadors of science who are exceptionally well equipped for the next stage in their education.

Implementation

Science at Humberstone Academy is taught weekly as a discrete subject and follows the meticulously sequenced science route map. The most important subject knowledge and key scientific vocabulary has been clearly identified within each topic and across each year group. Scientific enquiry skills are also carefully articulated through our rigorously designed disciplinary knowledge progression document. This outlines the key knowledge which is to be taught throughout each year group within the five scientific enquiry types; observations over time, pattern seeking, sorting, classifying and grouping, research and comparative and fair testing. As well as outlining the key disciplinary knowledge, this document demonstrates how disciplinary knowledge progresses throughout each year group highlighting the increasingly challenging vocabulary and use of specific scientific equipment such as magnifying glasses in EYFS ranging to microscopes in Year 6. Cross curricular links are made between science and other areas of the curriculum such as learning about water systems in Geography in Year 6 which builds upon prior knowledge of water cycles from year 4. In Year 1, children visit Sherwood Forest to understand the Geographical location, which builds on children’s prior subject knowledge of evergreen and deciduous trees in their ‘Plants’ topic in science and helps to build rich and strong schema for key scientific concepts. Within the disciplinary progression document, science topics have also been rigorously planned to ensure maths objectives are in alignment with the teaching of data handling and measuring in science lessons.

Science lessons revisit prior essential knowledge to allow children to build upon their prior learning and further embed substantive knowledge into their long term memory. In keeping with the school ethos of Oracy, lessons encourage exploratory talk and discussion amongst children to allow them to deepen their understanding, make predictions, communicate their ideas and apply the appropriate and challenging scientific vocabulary. Teaching sequences are carefully planned within the route map to support teachers in the delivery of the science curriculum so that lessons are taught in a coherent sequence and disciplinary knowledge is embedded in line with the route map. There is a high focus on the process of scientific enquiry in lessons and the route map is designed so that enquiries become increasingly complex so that children develop a deep appreciation of working scientifically and are able to independently plan, execute and reflect upon their scientific enquiries.  

In EYFS, the science curriculum is taught both directly and through continuous provision which is well planned through the specific areas provision maps. All children have the opportunity to explore scientific phenomena through well planned indoor and outdoor provision areas and are encouraged to test out their understanding of the world through first hand learning experiences. In our outdoor area, children experiment with floating and sinking in the water area, growing their own flowers, fruit and vegetables in our gardening area and observing changes in the weather throughout. An ‘exploration table’ indoors ensures children can observe artefacts closely using scientific equipment such as magnifying glasses. An exciting range of well chosen Non-fiction books in the classroom allow children to ask and answer questions about current learning as well as children’s individual scientific interests. 

Small steps in subject knowledge are made clear through detailed assessment rubrics for each topic which are used to assess children’s understanding of the key essential and disciplinary knowledge. These rubrics are shared with the children so that they can play an active role in taking responsibility for their learning as well as to maintain an ethic of excellence; children are aware of what it looks like to be successful in science.