Intent

It is our intention to develop in our children a lifelong curiosity and interest in the sciences. Within the Science Curriculum our children have the opportunity to take part in a wide range of scientific investigations, experiments, problem solving projects, competitions, whole school Science Week and field trips leading to them to ask and answer scientific questions about the world around them. Our Science Curriculum is carefully planned following Development Matters in the Early Years and the National Curriculum in Key-stage 1 with the children developing an awareness of the importance of Science in everyday life. The children build on their scientific skills of observing, identifying ,testing and recording, and scientific knowledge through our Rainbow Values. Our scheme of work provides the opportunity for progression for all children across the full breadth of the science national curriculum.

Implementation

Our Science Curriculum forms part of our half termly topics. This topic based curriculum allows our children to explore subjects at a greater depth and make links between different subject areas.  Science at Radcliffe-On-Trent Infant and Nursery School is a practical part of the curriculum both indoors and outdoors in our Forest School lessons. We develop our children's disciplinary knowledge through our schools Rainbow Values.

• We are kind- We use recycled materials to build shelters, ponds and gardens for our local plants and animals to thrive.
• We are respectful-  Through our involvement in the Eco Schools and Green Tree Award schemes and field trips to local habitats we learn the important role we play in the conservation of both local and world habitats.
• We are curious- We think of questions about the world around us and look for answers by observing, testing and comparing. 
• We are creative –We think of different ways to carry out our investigations and construct and build using a range of natural and recycled materials we have studied.
• We are resourceful –We select and use a range of scientific equipment to measure and observe in our comparative tests and carry out research from a range of texts and digital media.
• We are resilient- We look for different ways to answer questions when our investigations don’t always give us the answers we expect.
• We share our thoughts –We record our observations, create diagrams and explain what we have found out.
• We are reflective- We use our findings to answer questions and solve problems and study the achievements of famous scientists.

The acquisition of key scientific substantive knowledge is also an integral part of our science lessons. Linked knowledge organizers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each topic. Interwoven into each topic are also key assessment questions and quizzes. These allow teachers to assess children's levels of understanding at various points throughout the year and enable opportunities to recap concepts and address misconceptions. The sequence of lessons helps to embed scientific knowledge, with each lesson building on learning and from previous topics, year groups and Key Stages. This is to ensure these are embedded and built upon as part of each child’s schema of learning. Activities are effectively differentiated so that all children have an appropriate level of support and challenge and science equipment.  This includes magnifying glasses, thermometers and measuring containers used in continuous provision throughout school. As they move through the school the children use increasingly complex scientific language, illustrations and equipment to explore concepts and to discuss, communicate and justify their ideas and conclusions. 

Impact

In Science, progress is measured through a child’s ability to know more, remember more and explain more in a range of ways throughout our topics. The use of key questions ensures opportunities are built into each lesson for ongoing assessment. The attainment and progress of each child can be tracked across the school using our Science assessment spreadsheets. The impact of the Science Curriculum can be seen across the school with the increased profile of science. Observations, tests, diagrams and conclusions are recorded in our Learning Journals whilst learning environments across the school contain science vocabulary displayed, spoken and used by all learners. Children are confident in sharing their learning and answering scientific questions through review activities such as class assemblies and videos on SEESAW. Through our Forest School lessons, Eco School and Green Tree Award schemes the children also apply what they learn to improving their environment and gain an understanding of the importance of science to the local and global community. Through our ‘hands-on’ and meaningful science curriculum we seek to develop the key substantive and disciplinary knowledge for all our children that will prepare them to become the scientists of the future.