Science at Stockbridge Village Primary
“The Most important thing is to never stop questioning”
As Scientists, children must confidently explore and discover what is around them; so that they have a deeper understanding of the world we live in. At SVP we do this by:
Ensuring the children have substantial bank of substantive knowledge – this is the subject knowledge and explicit vocabulary used to learn about the content. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content. In CUSP Science, an extensive and connected knowledge base is constructed so that pupils can use these foundations and integrate it with what they already know. Misconceptions are challenged carefully and in the context of the substantive and disciplinary knowledge. In CUSP Science, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position that new knowledge.
The children use disciplinary knowledge – this is knowing how to collect, use, interpret, understand and evaluate the evidence from scientific processes.
Scientific analysis is developed through IPROF criteria. We call it ‘Thinking Scientifically.’
- identifying and classifying
- pattern seeking
- observing over time
- fair and comparative testing
Children are taught using the CUSP Science SOW which ensures that we have full coverage of the National Curriculum whilst embedding pedagogical principles that ensure children can remember and retrieve information.
After each lesson, we use cumulative quizzes to ensure children have gained the required knowledge. Each unit of work has a series of end points with essential and desirable knowledge.
Each unit of work has a range of Tier Two words (words that can be used across the curriculum) and Tier Three words (words that are subject specific). Children are taught new vocabulary prior to and during the lesson.
See the link below for end points and vocabulary for each unit.
CUSP Science draws upon prior learning, wherever the content is taught. In the EYFS, pupils learn about the natural world through exploration and play. This could include books and resources within the continuous provision or real life experiences like seasonal walks in the local environment. These experiences are drawn upon and used to develop new learning in KS1.
Key Stage 1
Pupils study the Seasons and develop an early conceptual understanding of how day becomes night. An understanding of change over time connects to the study of Plants, including trees. This focus enables children to associate trees as belonging to the plant kingdom and notice the changes deciduous trees go through connected to the seasons.
Contrasting that study, pupils learn about Animals, including humans. Non-examples of plants are used to contrast the features of an animal.
Pupils are introduced to identifying and classifying materials. Scientific terms, such as transparent, translucent and opaque are taught explicitly through vocabulary instruction and pupils make further sense by applying it to what they know and then to working and thinking scientifically tasks. This substantive knowledge is enriched by pupils’ use of disciplinary knowledge through scientific enquiry.
Lower Key Stage 2
The unit on Rocks is studied and connected with prior knowledge from ‘Everyday materials’ in KS1. A study of Animals, including humans is built upon from KS1 and contrasts the physical features with the functions they perform, including the skeleton and muscles.
Rocks is revisited again to sophisticate and deepen pupils’ knowledge, advancing their understanding.
Forces and magnets are introduced and connect with KS1 materials, including twisting, bending and squashing. Contact and non-contact forces are taught and understanding applied through Working and Thinking Scientifically. The abstract concept of Light is made concrete through knowing about light sources and shadows. Plants are studied to develop a more sophisticated understanding of their parts and functions, including pollination.
A study of Living things and their habitats pays close attention to classification and is directly taught using prior knowledge to ensure conceptual frameworks are secure. Explicit vocabulary instruction supports pupils to deconstruct words for their component meaning, for example invertebrate. Animals, plants and environments are connected in this study with a summary focusing on positive and negative change.
Electricity is introduced. Substantive knowledge is taught so that pupils acquire understanding about electrical sources, safety and components of a single loop circuit.
Animals, including humans focuses on the sequence of digestion, from the mouth to excretion.
Upper Key Stage 2
Pupils reuse and draw upon their understanding of states of matter in the study of Properties and changes of materials.
Change is also studied within Animals, including humans, focusing on growth and development of humans and animals.
Earth in Space develops the conceptual understanding of our place in the universe.
A study of Forces sophisticates the substantive knowledge acquired in KS1 and LKS2.
Living things and their habitats focuses on differences in life cycles of living things and how they reproduce. This study also contrasts previous scientific thinking.
Light is revisited and taught with advanced substantive knowledge. This is physics study with a focus on the properties of light, not the biology of the eye.