Science

Intent

The Science curriculum at The Galfrid School provides children with a coherent, substantive knowledge of the scientific disciplines of biology, chemistry and physics that provides pupils with: 

Entitlement

All pupils are given the opportunity to learn what is in the United Learning curriculum, and schools have a duty to ensure that all pupils are taught the whole of it

Coherence

Taking the National Curriculum as its starting point, our curriculum is carefully sequenced so that powerful knowledge builds term by term and year by year. We make meaningful connections within subjects and between subjects

Mastery

We ensure that foundational knowledge, skills and concepts are secure before moving on. Pupils revisit prior learning and apply their understanding in new contexts

Adaptability

The core content – the ‘what’ – of the curriculum is stable, but The Galfrid School will bring it to life in their own local context, and teachers will adapt lessons – the ‘how’ – to meet the needs of their own classes

Representation

All pupils see themselves in our curriculum, and our curriculum takes all pupils beyond their immediate experience

Education with character

Our curriculum - which includes the taught subject timetable as well as spiritual, moral, social and cultural development, our co-curricular provision and the ethos and ‘hidden curriculum’ of the school – is intended to spark curiosity and to nourish both the head and the heart

The implementation of the United Curriculum for Science reflects our broader teaching and learning principles, found here:

For Science in particular:

Content is always carefully situated within existing schemas. Every unit considers the prior knowledge that is prerequisite for that unit and builds on that knowledge to develop a deeper understanding of that concept.
Vertical concepts are used within lessons to connect aspects of learning. For example, in Year 1 pupils learn that different objects have a specific purpose, in Year 2 they learn that objects are made from different materials because these materials have different properties which make them suitable for a different purpose and in Year 4 they learn that some of the properties of different materials can be classified as chemical or physical.
Disciplinary knowledge is explicitly taught to pupils and carefully sequenced to ensure pupils are provided with opportunities to practice these skills throughout the curriculum.
Sustainability forms an integral part of the science and geography curriculum. An appreciation and understanding of key aspects of sustainability are carefully sequenced and interweaved for the most part through science and geography lessons.
Opportunities for extended, scholarly writing appear throughout the curriculum. These have a clear purpose and audience and, crucially, allow pupils to write as a scientist.

Impact  

The careful sequencing of the curriculum – and how concepts are gradually built over time – is the progression model. If pupils are keeping up with the curriculum, they are making progress. Formative assessment is prioritised and is focused on whether pupils are keeping up with the curriculum.

In general, this is done through:

Questioning in lessons. Teachers check understanding so they can fill gaps and address misconceptions as required.
Pupil conferencing with books. Subject leads and SLT talk to pupils about what they have learnt – both substantive and disciplinary knowledge – and how this connects to the vertical concepts that they have been developing in previous years and other subjects.
Post-learning quizzes at the end of each unit. These give teachers an understanding of the knowledge that pupils can recall at the end of the unit and can be used to identify any remaining gaps to be filled.
Pre-learning quizzes at the start of each unit. These assess pupils’ understanding of the prior knowledge that is required to access the new content in the unit. These are used to identify gaps to be filled prior to teaching the new unit.

Our Science curriculum is also planned in a way that promotes the cultural capital of all our children. We enhance our curriculum especially for the most disadvantaged by organising guest speakers (STEM), organising Science weeks which focus on the wider world and promoting careers in science. We also provide additional opportunities such as Wildwood School.