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St Louis Catholic Academy

St Louis
Catholic Academy

Science

Science

Intent 

Our science knowledge is valued and specified.
The science that we teach s well-sequenced.
This science knowledge is taught to be remembered. 

We use the PKC Science Curriculum because it helps us to clearly set out the knowledge and skills that pupils will gain in science at each stage of their learning whilst at St Louis. 

Science helps children to develop their ideas and way of working so that they can make sense of the world in which we live. Through a highly practical and sensory curriculum, our children are encouraged to develop and explore their own ideas. They learn a range of investigative skills and develop knowledge across a range of scientific areas including: plants, animals, materials, light, sound and seasonal changes. We use partners from research and industry to help us champion science through participation in National Science Week, as part of our Vocation Fortnight and from ongoing visits into school that link directly with our learning in the science curriculum.

The PKC science curriculum lays the foundation for pupils to understand what the discipline of science tells us about the world. This aims to ignite children’s love for science by showing them what fascinating things the human race has learned about the world.

The children are introduced to including the inner workings of the human body, animals and the environments they live in, plants and their features, forces of nature, what lies beyond the visible world. Children are taught to apply their knowledge and conduct their own scientific enquiries to answer questions, working scientifically to develop essential skills in science.

The science curriculum builds knowledge incrementally year on year to revisit and build upon children’s knowledge and understanding of key concepts. Pupils also study the lives and achievements of a diverse range of scientists including Lewis Howard Latimer, Thomas Edison, Jabir ibn Hayyan. Their disciplinary knowledge will flourish over time enabling them to see the importance of science as a subject and how it translates into the world of research and work, what scientists do and how they impact upon our lives.

Implementation 

We teach using the PKC curriculum and we assess children's progress in understanding the knowledge at the end of each section of study. We work with our students to apply that knowledge as skills. Subject Knowledge is developed in an age progressive way with a clear overview of each science unit of study. Each individual unit fits  into a whole school plan of science learning from Reception to Year 6. 

We begin each new unit by revisiting our prior learning. We introduce new science learning vocabulary that has not been used before and we teach the new knowledge. As part of the learning, students talk about their understanding, complete learning tasks and in their plenary, revisit the new knowledge and skills that they have gained. We introduce new material in small steps, provide models to support understanding and adapt learning using scaffolds to help all children to learn new science concepts and knowledge. We recognise that when pupils are introduced to new ideas, explicit guided teaching is more effective than pupils discovering new ideas without teacher support. We teach using 'No hands up' because we utilise cold calling to check for understanding. High quality talk with students acts as a scaffold before the independent task takes place.

Impact 

We regularly assess children's understanding of what we teach. Assessment is a systematic collection, review, and use of information carried out to see what children know, understand and are able to do. In summary, assessment is a way of supporting learning. ‚ÄčTeachers adapt their teaching to respond to the needs of the class and individual pupils. All pupils access the same science curriculum but some need adapted teaching to gain the knowledge.