At Grange Park, we are developing our children’s understanding, enjoyment and interest in science so that they appreciate the impact science has on our lives and the world in which we live.
At Grange Park Primary school, we believe that a high quality science education provides children with the foundations for understanding the world around them. Science has changed the world we live in and is vital to the world’s future prosperity. Our aim is create scientists of the future by teaching children essential aspects of knowledge, methods processes and uses of science.
Through building up a foundation of knowledge, concepts and a love of learning, children will be able to explain what is occurring, predict how things will behave and analyse causes. Science in our school is about developing children’s ideas and ways of working through investigation which enable them to make sense of the world around them through investigation, as well as using and applying knowledge and skills.
At Grange Park, our children are exposed to high quality teaching and learning experiences. Children explore concepts and the world around them by developing their scientific enquiry and investigative skills. They are immersed in scientific vocabulary, which aids children’s knowledge of not only the topic they are studying, but of the world around them. We aim to inspire our pupils to become our next generation of scientists and to develop an understanding of the varied aspirations and careers within science available to our pupils when they become adults. We intend to provide all children, regardless of ethnic origin, class, gender or disability, with a broad, balanced, progressive and exciting science curriculum.
As well as ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school.
Our curriculum is taught in discrete subjects, as outlined in a long term plan. This ensures progression through year groups and coverage of all of the requirements of the National Curriculum.
We ensure that all children are provided with rich learning experiences that aim to:
Substantive knowledge is acquired through progressive sequences of work to ensure that pupils are equipped with the essential knowledge needed when working scientifically within the same sequence.In this way, there is an interplay between substantive and disciplinary knowledge and this is tracked through a science cycle using dual objectives for each science lesson. While working scientifically, pupils explore the five different enquiry types:
The ten skills of scientific investigation are taught and then applied into these enquiries. These skills are:
Science is currently recorded in two different ways at Grange Park: science books (KS2) and science floor books (KS1). All pupils in KS1 and KS2 record key science vocabulary on science labcoats and vocabulary is also displayed within classrooms and corridors. Science is taught consistently throughout the terms. However, some topics are revisited throughout the year to allow for best exploration e.g. Year 1 revisit 'Seasons' at different points of the year. In addition, we also have science focus days where children have the opportunity to take part in a variety of different investigations and activities.
Science is not just taught in our classrooms. Our large halls are used for bigger practical experiments; our dance-drama room can be used for when pupils are exploring abstract scientific concepts and models through drama; also, we have an amazing outdoor science classroom in The Middle Garden. This outdoor science space also enables us to invite our families in to share, explore and nurture the love of science alongside their children. We have free standing science stations, a school pond brimming with fish and frogs, a large chicken enclosure (home to Rusty, Princess Kate and Tina) and a series of vegetable and flower patch areas. Our 'Potting Shed' is home to a range of outdoor investigative equipment.
The impact and measure of this is to ensure children 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.
All children will have:
Assessment takes place during every lesson and children are assessed on their understanding of the topic rather than what they are able to record. This is done through observations and questioning during the lesson, in addition to the variety of outcomes that support all learners. Pupils complete a pre-task before each unit which is then repeated at the end of a unit to capture the learning that has taken place. These tasks take many forms, dependent upon the unit and the year group, such as reasoning questions or concept cartoons. We assess using the objectives for each lesson on our Medium Term Plans (MPAKs). At the end of each half term teachers transfer these assessments to Year Group and Curriculum Leader grids to provide an overview of science across the school. Class teachers and Subject Leaders can use these judgements to make an overall judgement of where the children are currently working at, where pupils require further support or where pupils are able to be provided with further challenge.
OUR PSQM JOURNEY
Park is the proud owner of the Primary Science Quality Mark (PSQM) Gilt. This accreditation is a one-year school improvement programme for primary science. PSQM enables confident, knowledgeable, reflective leadership which results in an improvement in the way in which science is strategically planned and taught across the whole school. PSQM Gilt is the higher award for schools which demonstrate that established effective leadership is making sustained progress.
As part of this journey, here are our Science Principles. We have a Widget version too so everybody can access our vision.
|Science Principles with accessibility versions 1.pdf|
LONG TERM PLANNING
|LTP Science 2023 - 2024 WS.pdf|
MEDIUM TERM PLANNING
To ensure that our science curriculum is progressive, meets statutory requirements from the National Curriculum and also addresses our local area context gaps, we use progression mapping for Science Knowledge, Science Working Scientifically, Science Vocabulary and Science Equipment.
These are broken down further into M-PAKs (Medium Term Progression, Assessment and Knowledge sheets). These clarify what knowledge and which WS skills should be taught throughout an unit of work. These foundational concepts can then be revisited in low-stakes quizzing as the pupils progress through the school ensuring this knowledge is thoroughly embedded.