Science

 

Science at Bitham Brook is taught as a discrete subject linking to other subjects where appropriate. These links are carefully considered to ensure that children have all the knowledge they need to be successful in science. For example, they do not measure in science until they have learnt how to do this correctly in maths.

 

As a core subject two hours of curriculum time is given to science each week. The science curriculum has been designed with the knowledge at its centre. The schools programme of study focuses on the following forms, or categories, of knowledge.

 

Substantive knowledge

This equates to the scientific knowledge and conceptual knowledge set out in the national curriculum. Substantive knowledge is the product of science. This type of knowledge can typical be described as ‘I know that…

 

Procedural knowledge

Is the knowledge exercised in the performance of a task. This type of knowledge can typical be described as ‘I know how to…

 

Disciplinary knowledge

For the purposes of the Science POS, this equates to the ‘working scientifically’ section of the National Curriculum. This section sets out what pupils need to know about how science establishes and refines scientific knowledge. Disciplinary knowledge is often composite in nature in that they are tasks or skills that require a number of different building blocks of component knowledge in order to perform them.

 

The curriculum has then been carefully sequenced to create an interplay between substantive and disciplinary knowledge. This ensures that pupils not only know ‘the science’; they also get a sense of how the evidence for it was established and build their understanding of how to think scientifically. Pupils will always learn the substantive knowledge before engaging in disciplinary practices. As children progress through the school they learn increasingly sophisticated knowledge of the products (substantive knowledge) and practices (disciplinary knowledge) of science. Pupils are not expected to acquire disciplinary knowledge simply as a by-product of taking part in practical activities. Disciplinary knowledge is taught. The schools Science curriculum has taken the content from the National Curriculum into meaningful and connected ‘chunks’.

 

Lessons are sequenced to build conceptual understanding and reduce the load on the working memory as well as creating coherent and strong long-term memories.

 

Vocabulary is vital to allow children to be able to discuss what they have learnt using scientific vocabulary. High frequency, multiple meaning words (Tier 2) are taught explicitly and help make sense of subject specific words (Tier 3). These words build progressively through the curriculum. These words can be found on the curriculum overview. The importance of retention of knowledge is much more than just ‘in the moment knowledge’. The curriculum ensures that knowledge is built on lesson by lesson and links are made to previous learning. Retrieval quizzes are used to give the children spaced retrieval practice to interrupt the process of forgetting.

 

During each science unit misconceptions are made explicit to pupils. Children are encouraged to draw upon substantive and disciplinary knowledge to reason and practise acquiring the conception, whilst repelling the misconceptions. Science is taught for two hours every week. Units have been planned so that their can be a whole school focus during certain units.

 

Science Curriculum Design and Assessment

 

Each unit of study has been carefully designed to ensure that pupils meet the end of Key Stage 1 and Key Stage 2 expectations set out in the National Curriculum. Prior learning is considered within every unit, enabling teachers to make meaningful connections between concepts and support children in building upon their existing knowledge. Key scientific questions underpin each unit, encouraging pupils to think deeply and develop a secure understanding of scientific ideas.

New learning is clearly identified within each unit, with key knowledge highlighted. This key knowledge represents the most important concepts that pupils need to learn in order to progress successfully through the curriculum and forms a particular focus for learners who may require additional support. Disciplinary knowledge, including the skills and processes involved in working scientifically, is explicitly planned and linked to National Curriculum requirements.

Knowledge organisers and knowledge notes are used throughout each unit to support learning and help pupils retain and revisit important information. Every unit includes a dedicated enquiry lesson, enabling children to develop specific scientific enquiry skills that are taught, practised and assessed. Detailed lesson planning identifies both the substantive knowledge pupils need to learn and the disciplinary knowledge they need to develop, alongside effective pedagogical approaches to support high-quality teaching. Key vocabulary and common misconceptions are also identified and assessed to ensure secure understanding.

 

Assessment

 

Assessment is an integral part of science teaching and learning. Teachers continually assess pupils' substantive knowledge through effective questioning, discussions, observations, marking and feedback. This ongoing assessment enables teachers to identify gaps in understanding, address misconceptions and provide appropriate support and challenge for all learners.

 

Throughout and at the end of each unit, pupils complete recall activities focused on the key knowledge and vocabulary taught. These assessments are revisited later in the year to strengthen long-term retention and interrupt the process of forgetting.

 

Assessment information is shared with receiving teachers to support continuity and inform future planning. All pupils, including lower prior attainers, are supported to access and secure the key knowledge needed for progression through the science curriculum, ensuring that every child has the opportunity to succeed.