Our Vision for Science

The children of Peterhouse Church of England Primary Academy face a greater number of barriers to their learning than many of their peers nationally, and due to this they find that their opportunities in life are limited. Driven by the Academy’s Christian vision and in order meet the academic and spiritual needs of all, the Peterhouse science curriculum has been designed to offer chances, widen horizons and break down barriers to learning. A curriculum that by design makes the Academy a place where all can flourish, regardless of background or ability. 

Our Aims for Science

Through high-quality science teaching, we aim to help our pupils understand how major scientific ideas have played a vital role in society. Develop a secure understanding of scientific concepts and how these help us to understand the world around us. We aim to prepare our pupils for life in an increasingly scientific and technological world; provide the children with the skills to help them understand the issues that impact their lives now and in the future.

At Peterhouse, we understand that children are naturally curious and we encourage this inquisitive nature throughout their time with us. We celebrate scientists and inventors who have impacted on our lives today and the opportunities the children could have in future careers. We ensure that the ‘Working Scientifically’ skills are built-on and developed throughout their school career so that they can use equipment, conduct experiments, build arguments and explain concepts confidently and continue to ask questions and be curious about their surroundings.

We understand that our children face a greater number of barriers to their learning and through teaching science we aim to overcome some of these.

We aim to overcome the emotional barriers to the children’s learning through science by instilling within the children that failures are useful for growth and to celebrate that some of the greatest scientific discoveries and inventions were a result of many failures and setbacks before being life changing.

To motive the children and to show them that a good education opens many opportunities, we celebrate the works of inventors, scientists, doctors, engineers and have visitors in, to discuss their roles and what it took to get where they are today.

Cognitive barriers will not stop the children of Peterhouse from succeeding and thriving within science. The investigative nature of the subject creates curiosity and an eagerness to explore.

We understand that the children of Peterhouse may not have experienced as much as their peers so within science we offer a wealth of experiences for the children. These include visitors in school; school trips; a school farm; science club and every child throughout their journey at Peterhouse will grow various vegetables.

A great focus is placed on the teaching and embedding of scientific vocabulary within science lessons. This supports the development of the children’s language so by the time they leave Peterhouse they have a broad and rich vocabulary.

Key principles of quality Science at Peterhouse:

• Cross-Curricular opportunities are explored, particularly links with English and Maths
• Practical exploration of Science through investigations
• Science linked to the world around them.
• Teachers use strong subject knowledge to engage and enthuse pupils
• Vocabulary rich teaching
• Long term retrieval of knowledge
• Develop lifetime learners of science.

How do we Deliver Science?

Science in the Early Years Foundation Stage is covered in the 'Understanding the World' area of the EYFS Curriculum. It is introduced indirectly through activities that encourage every child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them to prepare them for lifelong science learning. 

In Key Stage 1 and 2, science at Peterhouse, is taught weekly. Ensuring the children are fully immersed within the learning; clear links can be made to reading, writing and maths where possible and knowledge is scaffolded year on year. Working scientifically skills are embedded within lessons and teachers make sure that the key five areas are taught across the topics within the year. The use of the school farm can support the science curriculum and gives the children real life experiences of science in action.

Each new topic starts with the children being introduced to the new learning through a knowledge organiser and key vocabulary for the topic. Throughout the year, week and at the start of every lesson previous learning is revisited in a variety of ways. Quadrants are used at the start of every science lesson that cover last lesson, last week, last topic and last term. Retrieval questions are used throughout the year to ensure gaps in knowledge are filled and learning isn’t forgotten.

Our Intended Coverage

To ensure our pupils receive a robust curriculum which enthuses and challenges them we ensure that:

• Teachers use the White Rose science scheme of learning to support their planning.  The planning emphasises upon key questions that can be posed to children to develop their scientific understanding and reasoning skills. Misconceptions, common mistakes and key vocabulary for each step are highlighted too.
• Each unit of work has one enquiry question and there is coverage of the five enquiry types across a year.
• Teachers have a secure subject knowledge and have access to high quality online training from Reach Out CPD.
• Teachers use a variety of planning and teaching resources.
• Teachers use the National Curriculum objectives to ensure they are teaching all objectives for their year group.
• Teachers have access to quality scientific resources to enhance the children’s learning and understanding.
• Teachers can use the school farm as a resource to show science in a real life setting and to enhance the learning of concepts being taught.
• Each year group will take part in a sustainability unit each term (starting in Spring Term) which focuses on the children understanding the current issues around sustainability and climate change. Identifying that they have a role to play in creating a more sustainable future for themselves and others. Thinking of ways to make a positive impact on their local and wider environments. Having a positive and proactive mindset when it comes to making sustainable changes.
• As a minimum, teachers are expected to teach 1 ½ hours of science each week. Either as two separate lessons across the week or as a double session.

Learning Sequences

These could be seen over one lesson or a series of lessons.

• Assess/Review – What do the children already know? How do you know? What can you do to check?
• Teach – teaching of the content and skills needed for success. Ensure there is modelling, checking, questioning and scientific vocabulary.
• Practice – children need to practice/learn the particular content through practice.
• Apply – apply the knowledge learned to different contexts.
• Assess/Review – check what the children know.

Planning for each Year Group

Assessment in Science

Children's understanding in science is assessed in a variety of ways. Teachers will use a range of strategies (questioning, quizzes, knowledge maps, retrieval activities, assessment of written work and practical activities) to check the children's understanding. 

• Formative assessments are used at the end of each science week to support future planning. The formative assessments will also inform the retrieval practice questions each week. 

• Questioning of the children happens frequently to assess understanding and planning is modified to suit the children’s learning needs according to formative assessment. 

• Teachers assess their children’s written and practical work.