Science - our intent
At Iveson everyone learns, achieves and aspires! This is seen in our science curriculum through a range of different ways.
We ensure that all children feel that they are scientists and have a clear understanding that they can aspire to become one in the future through our teaching, where Science Capital is at the forefront of the curriculum celebrating diversity and equality throughout.
We also broaden their science capital by providing children with a science curriculum that fits into other subject disciplines especially STEM, so that children are provided with the skills so that they can be equipped for the future.
An inclusive approach to learning through a no ceiling approach to differentiation, including the most able and children with SEND, where writing is not at the forefront, but where children learn through practical investigations in order to answer and ask questions through rich conversations.
Science lessons at Iveson should inspire all children to ask questions, make links and ensure a deeper understanding of the world around them from the day they start school. Providing children with the vocabulary to articulate their findings, their scientific knowledge and reflect on their scientific processes is imperative to ensure they develop their science capital.
This will further be enhanced through real life experiences, such as visitors to the school and educational trips, where they can enhance their knowledge further and make links to their learning inside the classroom. We also ensure that outdoor learning is fed into the curriculum with
Alfresco learning, which makes explicit links to the science curriculum, to make learning creative and develop their scientific enquiry skills and vocabulary further. Children will be encouraged to take responsibility for their scientific practices and to consistently link their growing knowledge to wider concerns around climate change, sustainability and globalisation.
Understanding the World Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Early Learning Goal
The Natural World Children at the expected level of development will: –
Explore the natural world around them, making observations and drawing pictures of animals and plants.
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
We have looked at ice and how it melts.
‘It melts when it’s hot’ DR
We have learnt about floating and sinking
‘It floats when it’s at the top and sinks when it’s at the bottom.’ AZ
Year 1- ‘I like learning about plants because you can see how tall it’s grown.’ RA
‘I like science because we can know how to build a strong bridge’ LS
‘I like science because I enjoyed learning about the life cycle.’LS
‘I enjoyed learning about different parts of the flower and what they do’ ZS
‘I like science because we investigate different things to find out answers.’ HM
‘I enjoyed learning about sources of light and testing with different materials.’ RW
‘I enjoy doing lots of investigations like when we got a jar, soil, water and clay to see what happens.’ IH-L
‘I enjoyed making a skeleton and adding muscles onto it to find out more about the body.’ RB
‘I love Science at Iveson when we get to do investigations especially in Forces when we made a marble run.’ IB
‘What I like about science is observing the lifecycle of a chick and our Space research, it was so interesting.’ AT
‘I like Science because we designed and built Marble runs and learnt that there is a force which changes the direction of the marble.’ AG
‘I like biology because I learning about I like learning about adaptation and how we have evolved.’ HB
‘I enjoyed learning about electricity because you get to make your own circuits and what the different symbols mean.’ DH