Science

Intent

At Dinglewell Infant School our science curriculum intends to develop skills of observation, enquiry and questioning, planning and evaluating scientific enquiry, and to apply a depth of understanding to use critical thinking when approaching problems in their everyday life. We intend our curriculum to inspire curiosity and nurture the confidence to work both independently and in collaboration with a team; to challenge and strive to find answers. We encourage and foster respect for our living world, making links to how our actions affect our planet and learn how weather systems can impact our future successes and well-being. We strive for our pupils to succeed through learning the fundamental knowledge that helps to make sense of the world around us. Identifying the basic structures, needs and species of native flora and fauna; all life around us, including ourselves and the many habitats that we need in order to support and sustain our way of life.

At Dinglewell Infant School we:

• Develop skills of observation, enquiry and questioning
• Inspire curiosity and confidence to work on problems and find the answers collaboratively
• Succeed by learning fundamental knowledge to make sense of the world around us.

Our school values/curriculum drivers underpin all that we do at Dinglewell Infant School and are integral to our science provision:

• Care - we look after other people and keep ourselves safe when using equipment, resources and all environments, both natural and man-made.
• Co-operation - we are friendly and work together, we plan and collaborate to reach an agreed goal, sharing ideas and knowledge, supporting our friends to learn.
• Creativity - we think for ourselves and enjoy exploring different ways of doing things. We learn to make links between our previous experiences and skills developed, to become secure learners.
• Honesty - we tell the truth and can be trusted to recognise the importance of sensible behaviour choices when exploring with equipment, and interacting with the natural environment.
• Respect - we value ourselves, other people and their views and the environment. We listen and take account of others’ knowledge and experiences. We work with consideration of our surroundings, especially the natural world.
• Responsibility - we are independent and make good decisions for ourselves and others. We think about the consequences of our actions on others and our world and make efforts to effect positive change.

Implementation.

At Dinglewell Infant School we support our pedagogy by using differentiated and adapted plans, developed by the Association for Science Education and plan frameworks for knowledge and working scientifically. Skills are approached with a developmentally appropriate ethos, building on previous knowledge gained in previous year groups and experiences outside of school. Deliberate emphasis is placed on the correct use of vocabulary and appropriate terminology, and common misconceptions are included to ensure support is available to non-specialist colleagues. We track our pupil’s progress using annotated record sheets and carry out regular focused assessment activities in line with guidance from Teaching Assessment in Primary Science project.

We plan and track across the year the various different enquiry types to ensure an effective and balanced approach to both science knowledge and enquiry skills. Our pupils have the opportunity to develop their use of critical thinking by discussing and sharing ideas through stimulus’ such as ‘Explorify’ activities. They work practically and are not reliant on the written means of recording to evidence their understanding. Cross curricular opportunities are sort wherever possible supporting timetabling, and the application of fundamental knowledge to new skills. Regular whole school showcasing of current learning and important current affairs enable the children to learn from each other and be inspired to try something new.

Impact

The pupils at Dinglewell Infant School are currently showing an increase in confidence and aptitude to scientific enquiry, critical thinking and use of language. Monitoring of planning and ‘book-looks’ provides evidence of individual and group efforts. Whole class and small group discussion opportunities, allow individuals the chance to be heard and learn from their peers. Experiences of home learning through deliberate thematic exploration during Lockdown 2020-21 has encouraged and provoked excitement and the development of more science capital for our pupils. Pupil voice opportunities enables the children to explain their learning and understanding and is vital to our monitoring cycle.  Children are expected to reflect on their previous learning to support their skill and knowledge development.