Science is a subject where we learn about the natural world around us through observation and experimentation.

Biology is the study of living things.

Chemistry is the study of what materials are made of, the properties they have and how they can be changed.

Physics is the study of the world and universe around us, how matter behaves and the energy that is used.

Leader: Laila Dackombe

Intent

At Frimley, we aim for children to develop a complex knowledge of biology, chemistry and physics alongside a broad range of skills in working scientifically and beyond. Provision is engaging and meaningful so that all children experience the joy of science and make associations between their science learning and their lives outside the classroom. It also enables them to appreciate how their knowledge and skills can be instrumental to solving arising global challenges.

The science curriculum encourages critical thinking and empowers children to question the hows and whys of the world they live in. There is a strong focus on developing knowledge alongside scientific skills across biology, chemistry and physics. Curiosity and excitement about familiar and unknown observations is encouraged. Misconceptions and demystifying truths are challenged. Curriculum design enables continuous progression through building on practical and investigative skills through children’s Key Stage 2 journey. Critical thinking, the ability to ask perceptive questions and opportunities to explain and analyse evidence are also encouraged along with the development of scientific literacy using wide-ranging, specialist vocabulary.

We want our children to become confident and inquisitive scientists with high aspirations for themselves. We intend to build and deliver a science curriculum which fosters a love for science, exposes children to a range of STEM ambitions and prepares them for life beyond primary school.

Implementation

• We use a mastery-based curriculum that is progressive and broken into modules.
• Teachers deploy the Rosenshine principles to support the teaching and learning process: reviews of previous learning, new information is presented in small steps, high-level questioning, carefully considered models, guided practice, checks for pupil understanding, obtainment of a high success rate, scaffolds for difficult tasks, opportunities for independent practice and reviews of learning over extended periods.
• Science is taught weekly and essential knowledge and skills are revisited with increasing complexity, allowing children to revise and build on their previous learning.
• Each unit is based on one of the key science disciplines – biology, chemistry and physics. These have been grouped into 6 key areas: plants, animals including humans, living things and habitats, materials, energy and forces, Earth and space. Working scientifically skills and science in action (uses and implications of science in the past, present and for the future) are woven into each unit.
• Cross-curricular links are incorporated into each unit, allowing children to make connections and apply their science skills to other areas of learning.
• Units are organised around a subsumer in the form of an enquiry-based question – children explore knowledge and conceptual understanding through engaging activities related to the enquiry question/s.
• Throughout their KS2 journey, children are exposed to a range of scientific enquiries including fair and comparative tests, identifying, classifying and grouping, observing over time, pattern seeking and research using secondary sources: the working scientifically skills involved with these are integrated into each unit to provide frequent, relevant and developing scientific enquiry skills.
• Lessons will provide opportunities for children to make connections to a big picture or previous learning, to encounter new knowledge and skills, to demonstrate understanding by applying new knowledge and skills and to consolidate their learning. 
• End of unit assessments are used to assess the children’s understanding of crucial content; this informs future teaching and areas of focus for retrieval.
• Links to careers in STEM are made to show how children’s learning links to the wider world of work. Throughout their time at Frimley, children will also experience a range of STEM workshops as well as opportunities to participate in science-based activities at Tomlinscote and at Farnborough Sixth Form College.
• As well as learning walks to observe teaching and learning, the Book Study approach is used to monitor the effectiveness of the geography curriculum, teaching and learning, to identify strengths and areas for development in provision and to garner pupil voice.

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Impact

Children will:

• Develop a body of foundational knowledge for the Biology areas of learning in the National curriculum: Plants; Animals, Including Humans; Living Things and Their Habitats; Evolution and Inheritance.
• Develop a body of foundational knowledge for the Chemistry areas of learning in the National curriculum: Everyday Materials; Uses of Everyday Materials; Properties and Changes of Materials; States of Matter; Rocks.
• Develop a body of foundational knowledge for the Physics areas of learning in the National curriculum: Seasonal Changes; Forces and Magnets; Sound; Light; Electricity; Earth and Space. 
• All children will be able to access the learning in lessons and opportunities for children to deepen their understand will be provided.
• Be able to evaluate and identify the methods that ‘real world’ scientists use to develop and answer scientific questions.
• Identify and use equipment effectively to accurately gather, measure and record data.
• Be able to display and convey data in a variety of ways, including graphs. 
• Analyse data in order to identify, classify, group, and find patterns.
• Use evidence to formulate explanations and conclusions. 
• Demonstrate scientific literacy through presenting concepts and communicating ideas using scientific vocabulary. 
• Understand the importance of resilience and a growth mindset, particularly in reference to scientific enquiry.
• Demonstrate a secure understanding of a unit’s crucial learning, skills and knowledge in the end of unit assessment.
• Understand how their learning in science links to the wider world of work.
• Meet the end of KS2 expectations outlined in the National curriculum for science.