St. Mary's Catholic Academy – Science Curriculum Statement
At St Mary’s Catholic Primary School we want every child to be happy and enthusiastic learners of Science, and to be eager to achieve their very best in order to fulfil their God-given talents. We firmly believe that the recipe for success is high quality first-wave teaching in Science, which is central to the life of our happy, caring school.
Intent – What we are trying to achieve?
• Our principal aim is that children leave St Mary’s Catholic Primary School with a wide range of happy and rich memories in Science formed through interesting and exciting experiences driven through vehicles that enhance a child’s awareness of their own abilities and strengths as a learner; thus ensuring that children see learning in Science as an ongoing process not a one-off event.
• Children will meet the National Curriculum in Science which will be taught by highly-qualified staff (including staff form Painsley Catholic College) who will support children to develop mastery of concepts and inspire enthusiasm and interest in the subject.
• All children will study Science for 2 hours per week in Key Stage 2 and 1 hour per week in Key Stage 1.
• Opportunities will exist for children of all ages to experience learning beyond the classroom. This will allow them to enrich their knowledge by, for example, visiting science museums and universities
• Children will develop a deep understanding of the subject they are studying. They will increasingly use their prior knowledge to solve problems and develop the sophistication of Science.
• Children will understand how Catholic virtues and British Values relate to Science.
• In Science, children will develop the skills to appropriately use and select research and sources.
• Children will develop a real understanding and appreciation of the world learning from the best that has been developed and said.
Scheme of Learning
The scheme of learning will follow the National Curriculum in Science objectives.
It allows for appropriate sequencing and aims to secure long-term memory as well as enjoyment of leaning science.
Implementation – How do we translate our vision into practice?
• The curriculum hours in Science are non-negotiable and will be followed by all staff in the school. Fixed timetables will be set before the academic year and monitored by the Senior Leadership Team of the school.
• Subject specialists from our partner secondary school, Painsley Catholic College, are and will continue to be integral to the planning process. KS2 children will have the opportunity to be taught by specialist science teachers from Painsley Catholic College. This will aid transition to Key Stage 3.
• Where necessary, staff will receive training in Science.
• Carefully designed schemes of learning in Science ensure consistency and progress of all learners.
• Vehicles drive learning throughout the term. Therefore, wherever possible, Science is taught through the vehicle.
• Vehicles include guest speakers who are specialists in their field, workshops, trips to businesses, science museums and universities, fieldwork to relevant places of interest, innovative use of technology to name but a few.
• Science is taught individually but plays a key role in the achievement of the learning aims of the vehicle. For example, a Vehicle on producing a guide to Alton Towers would include the children learning about the science behind the rides and how they are powered, to enable them to produce a fully-informed guide to the park.
• Success criteria in every Science lesson are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum.
• High quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early.
• High quality input from experts and educational resources complement the delivery of specialist learning admirably. Children understand how Science is used in the wider world including careers.
Each lesson will include live marking (as per the Marking and Feedback Policy). Books will be marked at least fortnightly following the Marking and Feedback Policy. High quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early. An assessment grid is used to formally record an overview of progress of each child.
Science is taught through the vehicle. This results in excellent cross-curricular opportunities. For example, a vehicle focusing on Pugins Gem – 1846, will result in the science lessons including electricity and light studying the differences over the centuries. When studying a vehicle led by an architectural focus such as Birds’ nests: Marvels of architecture and design, the class teacher can use these cross curricular links in science to study animals and their habitats. This ensures that children are engaged and interested in the subject through the excitement of the vehicle. It also allows for the British Values of tolerance and respect to be highlighted, understood and practised by children.
Impact – What is the impact of our curriculum on the students?
• Children are happy, feel cared for, and have excellent relationships with others. They know how to deal with challenges and have a range of strategies to overcome them.
• Through science, children deepen their appreciation of their faith and their God-given talents.
• Visits within Science have enriched the lives of the children and they are able to discuss how the experience impacted their knowledge and understanding.
• Children of all abilities and backgrounds achieve well in Science, reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning in Science and are eager to further their learning in the next stages of their education.
• There is a proven track record of outstanding outcomes as shown in pupils’ scientific ability, their books and their enjoyment of the subject. These indicators reflect the impact of deep learning.
• Clear outcomes focus and guide Science development plans and drive improvement.
• Children are confident, resilient and actively engaged in the wider society.
• Fundamental British Values are evident in the school and understood by all members of the community.
• Inspire the students to follow a pathway towards a scientific career
• Through wider reading in Science, children will know how science influenced and is central to our everyday lives and how scientist influenced improvement to our lives