Science

Intent: 

At Freeland Primary School, we aim to inspire children with a life-long passion for science and nurture their natural inquisitiveness. Our Science curriculum at Freeland has been designed to ensure that both skills and knowledge are of equal importance. Therefore, we understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this. We promote life-long learning whilst acquiring the specific skills and knowledge to help them to think scientifically. 

Our curriculum is about developing the curious minds of our children through the use of key concept questions and advocating for the scientific approach to problem solving, through predicting, testing and analysing results. Children at Freeland understand that their scientific learning journey grows by asking why, making mistakes and that this is an important part of learning which enables them to make real and valuable connections with the world around them. Our children are inspired by fostering links with local secondary and primary schools, engaging with the diversity of real-world science and opportunities to explore science outside of a classroom lesson. 

At Freeland Primary we follow the Science national curriculum, introduced in 2014, which offers greater opportunities to develop scientific knowledge and conceptual understanding, as well as understanding the uses and implications of science today and for the future. 

At Freeland Primary, teachers are supported in their planning through the use of White Rose Hub resources. Teachers understand how to match the planned learning to their Knowledge Concept Vocabulary (KCV) organisers provided by their Science Lead. Our curriculum aims to provide opportunities for children to experience learning in all areas of science: chemistry, biology and physics and opportunities to build on their prior knowledge; this promotes enthusiasm for the topics taught whilst embedding procedural knowledge into the long-term memory. All children are encouraged to develop and use a range of scientific skills through every topic and specialist vocabulary is taught and built upon in each year.

Implementation:

At Freeland Primary School, science is taught through a rolling programme of topics designed to support mixed-age classes and changing cohort structures. As a small school, classes are organised flexibly, with mixed year groups that vary from year to year. Our science curriculum is therefore planned to ensure progression in knowledge and skills over time, while remaining accessible and engaging for all pupils regardless of age.

We believe that scientific understanding is not limited by year group. Pupils working within the same class are given opportunities to explore the same scientific themes and big ideas, with learning experiences adapted through levels of support, challenge, and expectation rather than by age-specific content. This approach allows pupils to learn collaboratively, revisit concepts at increasing levels of depth, and build confidence as scientists.

Scientific skills are taught wherever possible through an enquiry-based approach, encouraging pupils to plan, do, and review investigations. Teachers carefully scaffold learning to support younger or less experienced pupils, while providing appropriate challenge and opportunities for independence, reasoning, and deeper thinking for older or more confident learners.

Where an investigative approach is not appropriate (for example, in units such as evolution and inheritance), learning is structured through the explicit teaching of key vocabulary, concept-focused questioning, and discussion. This ensures all pupils develop a secure understanding of scientific concepts while continuing to practise essential scientific thinking and language.

Curriculum coverage and topic focus:

Order and grouping across the terms can be changed so that they fit better with the whole class topic work, however, they must not be swapped between Year A and Year B.  Please make use of previous assessment information to know which areas need a particular focus and which objectives may have been covered in previous years.  

Impact:

Pupils will be assessed at the end of each unit. They will answer key concept questions and give their definitions of key vocabulary. Regular low stakes quizzes throughout the term will highlight and address gaps in key knowledge, concepts and vocabulary. This will inform any pre-teaching or additional consolidation needed.

By the time pupils leave Freeland Primary School they will:

• Have an excellent knowledge of where places are and what they are like. 

• Have an excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated. 

• Have an extensive base of geographical knowledge and vocabulary. 

• Be fluent in complex geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques. 

• Have the ability to reach clear conclusions and develop reasoned arguments to explain findings. 

• Have significant levels of originality, imagination or creativity as shown in interpretations and representations of subject matter. 

• Have highly developed and frequently utilised fieldwork and other geographical skills and techniques.

• Have a passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.

• Have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Science Curriculum Objectives