Curriculum

Teaching your Children

 

respecting school rights

Article 28

You have the right to a good quality education. You should be encouraged to go to school to the highest level you can.

 

The National Curriculum, which was revised in 2014, requires that children should be taught:-

  • three core subjects – English, Maths and Science;
  • seven foundation subjects – geography, history, technology, art, music, information technology and physical education. Religious education must also be taught to all children unless exempted.
  • Personal, social and Health Education and citizenship is taught from Reception to Year 6.
  • French will also be taught at Key Stage 2.

 

Our Full details of the National Curriculum documentation can be obtained from the DfE website.

The new National Curriculum has set out clear expectations for what children should achieve by the end of each key stage and, for English, Maths and Science, has provided guidance as to when in each phase this content should be covered. These expectations have been developed into a set of statements for each subject and each year group. These statements are used by teachers to help define and guide next steps in learning.

Broomfield Primary School uses the White Rose Maths resources, more information can be found by clicking this link
https://whiterosemaths.com/

Broomfield Primary School uses the Focus English units. The materials within Focus English help teachers to plan and deliver English teaching and learning in an engaging way, placing English and literature at the heart of the curriculum. The curriculum is based on the use of high-quality texts, including poetry, across each year group, texts from classic to current authors have been selected to ensure that pupils experience a wide and rich reading curriculum to promote a life-long love of reading.

At Broomfield Primary School each new unit of work in the foundation subjects is introduced by a learning challenge, encouraging the children to use a question as their starting point. A series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. The subsidiary learning challenge is normally expected to last for one week but this does not need to be the case. Time for learners to reflect or review their learning is central to the whole process. There will be continual opportunities for learners to reflect frequently, especially as each subsidiary learning challenge comes to an end. There should be a good deal of learner autonomy evident during reflection time. Each topic begins with a ‘wow’ moment and closes with a celebration of their work.

Sticky Knowledge’ is effectively knowledge that will stay with us forever. In other words, an alteration has happened to our long-term memory. In the delivery of our curriculum we endeavour to maximise children’s acquisition and retention of ‘sticky knowledge’. The more knowledge an individual acquires, the easier it is for them to process and retain new knowledge, and therefore to make good progress with their learning.

As a Rights Respecting School, learning about, and through, children’s rights is an integral part of our curriculum. Teachers are encouraged to link teaching and learning to children’s rights wherever they feel it would be meaningful and advantageous.

We continually review our curriculum to so that it is meeting the needs of our learners. Our curriculum was rewritten during the Summer term 2021. You can view a copy of the curriculum for each year group by clicking on the relevant year group tab below.

Our Curriculum

please expand the topics below for more information

Art and Design

Art Subject Leader: Miss Salkeld

Intent

At Broomfield School we aim to provide all pupils with a high-quality art and design education to inspire them to develop their creativity and confidence.

We aim to give pupils the knowledge and skills to experiment, invent and create their own works of art, craft and design.

Pupils will have opportunities to explore the work of historical and contemporary artists, craft makers and designers.

Our curriculum will provide pupils with opportunities to revisit and build on their skills year on year.

Implementation

The Early Years children follow the EYFS – Early Learning Goal – Expressive Arts and Design.

Following the  National Curriculum objectives using the Kapow Scheme, pupils in Y1-Y6 will develop skills for art and design.

Pupils will be provided with a range of materials to produce a variety of products. They will have opportunities to draw on their experiences and imagination and learn techniques in the elements of art; colour, pattern, texture, line, shape, form, and space.

They will learn about the work of a range of artists, craft makers and designers and have opportunities to compare and make links to their own work.

Impact

Pupils will enjoy a wide and varied Art and Design curriculum and develop pride in their work.

Make individual progress in drawing, painting, collage, and sculpture.

They will have an awareness of the work of artists, architects, and designers past and present, including work from different cultures.

Art National Curriculum

Whole School Overview of Art

Art Progression

British Values
Computing

Computing Subject Leader: Mr Simpson

Intent

At Broomfield School, we recognise the importance of computing in giving children the skills and confidence they need to be successful in a rapidly evolving digital world. We would like to empower children to be active participants and leaders in a society driven by technology and will support them in discovering how technology has the potential to enhance their daily lives. Computing skills also link closely to other curriculum areas.

The aims of Computing at Broomfield are as follows:

  • Provide a challenging and enjoyable curriculum for pupils
  • Promote safe use of technology
  • Teach pupils to use technology responsibly and carefully, being mindful of how their behaviour, words and actions can affect others
  • Develop pupils’ ability to be digitally literate
  • Prepare pupils to use technology in the workplace and wider world
  • Encourage pupils to be independent in using technology
  • Provide opportunities for pupils to be creative and develop ideas through the use of technology
  • Encourage the development of problem solving skills
  • Respond to developments in new technology

Implementation

Broomfield School have chosen to use Kapow Computing Scheme of Work (for key stage 1 and 2). This Scheme of work supports teachers in delivering challenging and engaging lessons that meet the expectations of the National Curriculum and ensure skill progression.

Impact

Children will meet age related expectations in computing, developing a solid foundation, learning the relevant skills for use in the wider world beyond school.

Computing National Curriculum

Whole School Overview of Computing  

Computing Progression

Design and Technology

Design and Technology Subject Leader:Mr Paterson

Intent

At Broomfield D&T provides pupils with real experiences and opportunities to solve problems in a practical way in different contexts. Pupils will use imagination and creativity, and draw on knowledge from maths, science, art, computing and engineering. Our pupils will be resourceful, innovative and develop critical understanding of D&T in daily life and in the wider world. They will develop creative, technical, and practical expertise to perform everyday tasks confidently and acquire a repertoire of knowledge, understanding and skills enabling them to design and make high quality prototypes and products, including learning to cook. Pupils will be encouraged to evaluate their work and that of others using the principles of ReflectEd.

Implementation

Following National Curriculum objectives using the Kapow Scheme, pupils will develop skills for being a designer.

EYFS – Expressive Arts and Design ELG: Creating with Materials.

The National Curriculum KS1 & KS2 states that pupils should be taught to:

  • Design
  • Make
  • Evaluate
  • Technical Knowledge
  • Cooking and Nutrition

Kapow covers these elements through:

  • Cooking and Nutrition
  • Mechanisms/Mechanical systems
  • Structures
  • Textiles
  • Electrical systems (KS2 only)
  • Digital world (KS2 only)

Impact

Pupils will enjoy a wide and varied Design Technology curriculum developing and exploring.

They will gain confidence and understanding in finding out how things work and how they can design, make and evaluate their own products.

Design Technology National Curriculum

Whole School Overview of Design Tech

Design and Technology Progression

English
EYFS
Geography

Geography Subject Leader: Mrs Stephenson

Intent

Our vision for the geography curriculum is to inspire children’s curiosity and interest to explore the world that we live in and its people which aims to ignite a love of learning. We aim to equip children with geographical skills to develop their knowledge through studying places, people, natural and human environments. We aim to provoke thought, questions and to encourage children to discover answers to their own questions through exploration and research. Thus, gaining a greater understanding and knowledge of the world and their place in it. They should develop their use of geographical knowledge and skills to enhance their locational and place knowledge.

Implementation

Geography objectives are taught through questions which are arranged to ensure progression in our long term plan. Geographical units match National curriculum expectations and are presented as a question which requires deep thinking and encourages learners to be familiar in using questions as a starting point. Key knowledge and skills will be covered in each question. The learning challenges/questions appeal to the children ensuring learning is engaging, broad and balanced.  The use of the local environment and school grounds is encouraged. Where appropriate links will be made with other areas of the curriculum.

Early years explore geographical themes and content through the Understanding of the World strand of the EYFS curriculum. This involves guiding the children to develop a sense of their physical world, as well as their community, through opportunities to explore, observe and find out about people, places and the environment

Impact

Children develop geographical knowledge and skills to help them explore, navigate and understand the world around them and their place in it.  Children’s knowledge and skills will develop progressively as they move through the school.

Geography National Curriculum

Whole School Overview of Geography

Geography progression

History

History Subject Leader: Mrs Stephenson

Intent

Our vision for history is to provide a balanced and differentiated curriculum ensuring progressive development of historical concepts, knowledge and skills. Also, for the children to gain a coherent knowledge and understanding about Britain’s past and that of the wider world which will stimulate curiosity and develop a love for history. The children will discover how events in the past have influenced our lives today, they investigate past events and by doing so develop skills of enquiry, analysis, interpretation and problem solving. We want the children to be familiar with significant events in British history and appreciate how things have changed. They will develop a sense of chronology and have some knowledge of historical development in the wider world.

Implementation

History objectives are taught through questions which are arranged to ensure progression in our long-term plan. Historical units match National curriculum expectations and are presented as a question which requires deep thinking and encourages learners to be familiar in using questions as a starting point. Key knowledge and skills will be covered in each question. The learning challenges/questions appeal to the children ensuring learning is engaging, broad and balanced.  Where appropriate links will be made with other areas of the curriculum.

Early years explore historical themes and content through the Understanding of the World strand of the EYFS curriculum. This involves guiding the children to develop a sense of their physical world and their communities through opportunities to explore, observe and find out about people, places and time.

Impact

Monitoring arrangements

The impact of history teaching and learning, is monitored and evaluated by the history subject leader and headteacher through lesson observations, learning walks, feedback from staff and children, and evaluation of recorded assessment data. Outcomes from the monitoring process will be used to evaluate our current provision and make improvements where appropriate.

History National Curriculum 

Whole School Overview of History  

History progression

Maths

Maths Subject Leader: Ms K.Rogers

Intent

We offer our children at Broomfield an engaging, balanced mathematics curriculum and high quality teaching to enable them to be numerate, creative, independent, inquisitive, enquiring and confident.

We aim that all pupils:

  • Become fluentin the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Can solveproblems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
  • Can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
  • Understand how they learn, reflect upon their learning, celebrate their successes and have resilience to work on their next steps.

Our pupils will:

  • be competent and confident in taking risks to apply mathematical knowledge, concepts and skills.
  • be able to solve problems, reason mathematically and think logically and systematically.
  • be able to work independently and in cooperation with others.
  • be able to use and apply mathematics across the curriculum, and to understand the application of mathematics in real life contexts and scenarios.

Implementation

The White Rose Maths Schemes of work provide a basis for the daily planning, teaching and assessment of mathematics.

Children make progress using concrete, pictorial then abstract representations of their mathematics, and this principal is supported in the teaching and learning of maths at Broomfield.  Small learning steps are carefully planned, and variation is built into lessons that challenge and encourage the deepening of mathematical understanding and enable explicit links to be made between mathematical ideas.

The resources used for teaching and learning also reflect the progression from concrete to pictorial and then abstract representations of mathematical ideas, along with written and practical activities.

The Broomfield Calculations Policy sets out the expectations in each year group in the use of the different representations and the level of challenge.

The whole class is taught mathematics together with the expectation that every child will master the key concept, whilst some will work more deeply on challenging tasks. There is no differentiation by acceleration to new content. Differentiation is in the form of the amount of support children need, for example using concrete representations, pictorial representations or pre-teaching new ideas. When a child has mastered a concept, challenge is presented through more demanding problems, which deepen their knowledge of the same content.

 Further differentiation will be seen through targeted questioning and the feedback and scaffolding individual pupils receive in class, as they work through problems.

Precise mathematical language is used by teachers and encouraged so that mathematical ideas are conveyed with clarity and precision and children develop their own ability to reason using mathematical language.

In order to maximise the acquisition of ‘sticky knowledge’ in our mathematics teaching and learning, we utilize the following strategies:

  • Use of White Rose Maths unit assessments and half termly assessments to identify gaps in longer term knowledge and understanding, and to subsequently inform planning.
  • Systematic recapping of knowledge learned previously when starting a new, related topic.
  • Homework activities that require children to learn and practice key recall facts and improve fluency.
  • Use of Clare Christie-Securing times tables fluency and Times Tables Rock Stars to facilitate learning of multiplication facts.
  • NCETM – Mastering number R-Y2

Impact

The impact of mathematics teaching and learning, is monitored and evaluated by the mathematics subject leader and headteacher through lesson observations, learning walks, feedback from staff and children, and evaluation of recorded assessment data. Outcomes from the monitoring process will be used to evaluate our current provision and make improvements where appropriate.

Maths National Curriculum

Maths Progression

Addition and Subtraction Calculation Policy

Multiplication and Division Calculation Policy

Modern Foreign Languages

French Subject Leader: Miss Salkeld

Intent

At Broomfield School we use the Kapow scheme of work to deliver Frech lessons to our children in years 3-6. Kapow Primary’s French scheme of work aims to instil a love of language learning and an awareness of other cultures. We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French. Through our scheme of work, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future.

Kapow Primary’s French scheme of work supports pupils to meet the national curriculum end of Key stage 2 attainment targets (there are no Key stage 1 attainment targets for Languages).

Implementation

The French scheme of work is designed with three knowledge strands that run throughout our units with knowledge building cumulatively. These are:

  • Phonics
  • Vocabulary
  • Grammar

This knowledge can then be applied within our skills strands, which also run throughout each unit in the scheme:

  • Language comprehension (Listening and reading)
  • Language production (Speaking and writing)

Through the French scheme, pupils are given opportunities to communicate for practical purposes around familiar subjects and routines. The scheme provides balanced opportunities for communication in both spoken and written French, although in Year 3 the focus is on developing oral skills, before incorporating written French in Year 4 and beyond.

The scheme is a spiral curriculum, with key skills and vocabulary revisited repeatedly with increasing complexity, allowing pupils to revise and build on their previous learning. Cross-curricular links are included throughout our French units, allowing children to make connections and apply their language skills to other areas of their learning.

Our scheme of work focuses on developing what we term ‘language detective skills’ and developing an understanding of French grammar, and key vocabulary rather than on committing to memory vast amounts of French vocabulary. Pronunciation is emphasised early on using our Mouth mechanics videos to support pupils with phoneme pronunciation in French.

Impact

The impact of the scheme can be monitored continuously through both formative and summative assessment. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Assessment is recorded regularly on Insight, our school tracking system.

After the implementation of French, pupils should leave school equipped with a range of language-learning skills to enable them to study French, or any other language, with confidence at Key Stage 3.

The expected impact of following the French scheme of work is that children will:

  • Be able to engage in purposeful dialogue in practical situations (e.g., ordering in a cafe, following directions) and express an opinion.
  • Make increasingly accurate attempts to read unfamiliar words, phrases, and short texts.
  • Speak and read aloud with confidence and accuracy in pronunciation.
  • Demonstrate understanding of spoken language by listening and responding appropriately.
  • Use a bilingual dictionary to support their language learning.
  • Be able to identify word classes in a sentence and apply grammatical rules they have learnt.
  • Have developed an awareness of cognates and near-cognates and be able to use them to tackle unfamiliar words in French, English, and other languages.
  • Be able to construct short texts on familiar topics.
  • Meet the end of Key Stage 2 stage expectations outlined in the National curriculum for Languages.

French National Curriculum

Whole School Overview of French

French Progression

Music

Music Subject Leader: Mrs C.Kitching

Intent

Satisfying the National Curriculum and New Model Music Curriculum, our music topics provide opportunities for pupils to systematically develop the requisite skills, knowledge and understanding to enable progression and continuity in their learning. They have opportunities to listen, participate and perform in a variety of musical contexts.

Time for learners to reflect or review their progress as musicians is central to the learning process in music at Broomfield.  As in other subjects, the children use ‘ReflectEd’ reflections to understand how they learn in music and this enables them to fully engage and build the resilience needed to develop music skills and knowledge.

We want all pupils to be successful, confident in their own musical abilities and potential, therefore our music curriculum is reviewed and adapted to meet the needs of all pupils within the context of themselves, our school and our local community.  Our intention is that the music curriculum enables pupils to leave Broomfield achieving their best, proud of the music they make and with a love of music that will stay with them into the future.

Implementation

At Broomfield Primary School we encourage children to participate in a variety of musical experiences. Singing is an integral part of our school life and our teaching focuses on developing the children’s ability to sing in tune, developing their expression and ability to listen to others.

Pupils’ understanding of music will be developed through activities which bring together the requirements of performing, composing, listening and appraising. Children are taught to make music together with tuned and un-tuned instruments and to compose pieces. They are also taught to sing and play in time, controlling the sound and pace. They are taught different ways to represent sounds graphically and symbolically.

Impact

Children will:

  • enjoy and appreciate a wide variety of musical styles;
  • explore how sounds are made, and how music is produced by a variety of instruments;
  • develop musical imagination and creativity;
  • build a sense of pulse and rhythm;
  • understand a range of musical vocabulary;
  • develop the interrelated skills of composition, improvisation, performance and appreciation;
  • enjoy a wide range of songs and sing in tune;
  • develop positive attitudes and to experience success and satisfaction in music.

Music National Curriculum

Whole School Overview of Music

Music Progression

Personal ,Social, Health, & Citizenship Education (PSHE/RSE)

PSHE/RSE Subject Leader: Mr Simpson

Intent

At Broomfield School, we believe that PSHE helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives, in order to become informed, active and responsible citizens. The work we do in PSHE links directly to our work as a Rights Respecting School; we teach all pupils about children’s rights and how they can take positive action to protect the rights of others. PSHE themes also link closely to many other curriculum areas.

Under the new guidance issued by the DfE, by September 2020, Relationships and Health Education at primary school will be compulsory. We believe that the PSHE curriculum should also include Sex Education as part of a broader, planned PSHE curriculum. The Relationships and Sex Education elements of our PSHE curriculum are referred to as RSE.

The aims of PSHE and RSE at Broomfield are as follows:

  • Promote the spiritual, moral, cultural, mental and physical development of all pupils
  • Prepare pupils for the opportunities, responsibilities and experiences of later life
  • Encourage pupils to respect and value themselves and others
  • Allow pupils to recognise and appreciate difference and diversity, and understand the importance of equality
  • Teach pupils how to make informed choices relating to their wellbeing
  • Prepare pupils to be positive and active members of a democratic society
  • Teach pupils to understand what constitutes a safe and healthy lifestyle
  • Provide an environment in which sensitive discussions can take place
  • Provide pupils with a toolkit for understanding and managing their emotions
  • Provide pupils with the opportunities to consider issues which may affect their own lives and/or the lives of others
  • Help pupils to identify the characteristics of healthy relationships, how relationships may affect mental and physical health; and how to stay safe online
  • Prepare pupils for puberty, and give them an understanding of sexual development and human reproduction
  • Help pupils develop feelings of self-respect, confidence and empathy
  • Create a positive culture around issues of diversity in sexuality and relationships
  • Teach pupils the correct vocabulary to describe themselves and their bodies

Implementation

The planned PSHE and RSE provision is a taught ‘school subject’.

PSHE education should be taught in discrete lessons, supported by other learning opportunities across the curriculum, including the use of enhancement days where possible. RSE is taught within the personal, social and health (PSHE) education curriculum. Some biological aspects of sex education are taught within the science curriculum.

The governments present guidance on making RSE and Health Education statutory states, “effective teaching in these subjects will ensure that core knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. Teaching will include sufficient well-chosen opportunities and contexts for pupils to practice applying and embedding new knowledge so that it can be used skillfully and confidently in real life situations”.

A number of other models can be used to supplement discrete lessons with dedicated curriculum time. These include the following:

  • learning opportunities in other curriculum subjects (PSHE education provision integrated within other subjects but pupils being clear when they are being taught PSHE knowledge, skills and attitudes/values)
  • whole school and extended timetable activities that enhance the taught curriculum time
  • whole school, key stage or class assemblies
  • one-to-one or small group support and guidance on specific areas of learning and development
  • learning through involvement in the life of the school and wider community

At Broomfield, we have developed our PSHE scheme of work for Years 1-6 based on the PSHE Association Scheme of Work, updated February 2020. Our PSHE scheme follows a thematic model, where all pupils in Years 1-6 are working on a common, whole-school theme during each unit of work. This allows for whole school assemblies, displays and discussions to enhance the learning taking place.

EYFS

The PSHE curriculum outlined above covers KS1 and KS2, but PSHE learning is integral to our EYFS curriculum too. The most relevant areas of learning for PSHE are the following:

  • Communication and Language
  • Personal, Social and Emotional Development
  • Physical Development
  • Understanding the World

The learning that takes place within these areas provides our youngest children with the prerequisite skills and knowledge they need before moving on to our specific PSHE curriculum at the start of Year 1.

Impact

We want our PSHE curriculum to build on the skills and knowledge that pupils acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education should enable pupils to manage the physical and emotional changes they experience as they grow and mature, introduce them to a wider world and enable them to make an active contribution to their communities.

Whole School Overview of PSHE/RSE

PSHE/RSE Progression

Physical Education
Religious Education

Religious Education Subject Leader: Miss K Rogers

Intent

Religious Education is a legal requirement and must be provided for all registered pupils in state-funded schools in England. It is necessary as part of a ‘broad and balanced’ curriculum.

“The principle aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.“

North Yorkshire Agreed Syllabus for RE, 2019-2024

The North Yorkshire Agreed Syllabus for RE aims to ensure that all pupils

  • Know about and understand a range of religions and world views
  • Express ideas and insights about the nature, significance and impact of religions and world views
  • Gain and deploy the skills needed to engage seriously with religions and world views.

Children will learn from Christianity in each key stage. In addition, children will learn from the principle religions in the UK (Islam, Hinduism, Sikhism, Buddhism and Judaism) and non-religious world views (such as Humanism)

Implementation

Teachers use the Units of Work supporting the North Yorkshire Agreed Syllabus to provide a valuable framework for progression in teaching and learning. The syllabus is based around a key question approach, where the questions open up the content to be studied.

Children at Broomfield Primary school will engage with at least the minimum requirement for their year group (approx 5% of curriculum time)

EYFS – 36 hours of RE e.g.  50 mins a week, or short sessions implemented during continuous provision.

KS1 – 36 hours per year e.g. an hour a week, or less than an hour a week plus ‘blocked’ sessions like RE days

KS2 – 45 hours per year e.g. an hour a week, or less than an hour a week plus ‘blocked’ sessions like RE days

In the Foundation Stage

  • RE sits within the areas of Personal, Social and Emotional Development, and

Understanding the World. They will begin to understand and value the differences of individuals and groups within their immediate community. Children will have opportunity to develop their moral and cultural awareness. They will encounter religions and world views through special people, books, times, places and objects and by visiting places of worship.

In KS1 children should have opportunities in each school year to:

  • to develop their knowledge and understanding of religions and world views, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their idea.

In KS2 children should have opportunities in each school year to:

  • extend their knowledge and understanding of religions and world views, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their ideas in response to the material they engage with, identifying relevant information, selecting example and giving reasons to support their ideas and views.

Impact

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant Programme of Study.

At the end of each unit of work, teachers record a summative assessment of pupil attainment based on the learning outcomes for each unit. These are recorded on our tracking system. 

Religious Education North Yorkshire Agreed Syllabus National Curriculum 

Whole School Overview of Religious Education

Religious Eduation progression

Science

Science Subject Leader: Mr Paterson

Intent

Our vision for science is to provide every child with high quality scientific experiences which engage and inspire them. Through high-quality planning and teaching we aim to provide the correct balance of working scientifically and learning scientific knowledge. We aim to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. Pupils are encouraged to be curious and ask questions. Pupils are encouraged to develop their understanding of scientific ideas by using different types of scientific enquiry.

Implementation

The Plymouth Science Scheme of work provides a basis for the planning, teaching and assessment of science. This was chosen after looking at a variety of schemes. It was felt that this scheme was beneficial to all teachers regardless of experience. It provides appropriate vocabulary lists and assessment opportunities.

FOUNDATION STAGE

· Science at Foundation Stage is covered in the “Understanding of the World” area of the EYFS curriculum.

 

KS1/KS2

· Each unit of work requires teachers to check on what children already know and then invite them to think about what they want to find out.

· Each unit of work provides activities to teach knowledge objectives, scientific enquiry skills and working scientifically skills.

· Every opportunity has been taken to help children apply English and mathematical skills where it is possible to do so.

· Every attempt is made to bring science to life by taking starting points from the children’s context. In this way it is hoped that science will be viewed as exciting and interesting as well as fun.

Units regularly link to scientists and science in the “real world”.

 

Impact

Children will have a high quality, engaging science education that provides them with the foundations for understanding the world that they can take with them once they complete their primary education.

The impact of science teaching and learning, is monitored and evaluated by the science subject leader and headteacher through lesson observations, learning walks, feedback from staff and children, and evaluation of recorded assessment data. Outcomes from the monitoring process will be used to evaluate our current provision and make improvements where appropriate.

 

Science National Curriculum 

Whole School Overview of Science 

Science progression

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