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Science is a body of knowledge built up through discovering the world around us, through exploring, asking questions, observing, testing and developing ideas.
In order to develop the ability to work scientifically and think independently our curriculum is underpinned by eleven key concepts supporting biology, chemistry and physics:
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Work scientifically This concept involves learning the methodologies of the discipline of science. |
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Understand plants This concept involves becoming familiar with different types of plants, their structure and reproduction. |
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Understand animals and humans This concept involves becoming familiar with different types of animals, humans and the life processes they share. |
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Investigate living things This concept involves becoming familiar with a wider range of living things, including insects and understanding life processes. |
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Understand evolution and inheritance This concept involves understanding that organisms come into existence, adapt, change and evolve and become extinct. |
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Investigate materials This concept involves becoming familiar with a range of materials, their properties, uses and how they may be altered or changed. |
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Understand movement, forces and magnets This concept involves understanding what causes motion. |
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Understand the Earth’s movement in space This concept involves understanding what causes seasonal changes, day and night. |
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Investigate light and seeing This concept involves understanding how light and reflection affect sight. |
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Investigate sound and hearing This concept involves understanding how sound is produced, how it travels and how they are heard. |
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Understand electrical circuits This concept involves understanding circuits and their role in electrical applications. |
Science is taught weekly however can be taught more frequently if directly linked to the topic enquiry question. Here a ‘cross-curricular’ approach may also be used in order to support and develop links with and across other subjects. Children are encouraged to apply skills from other subjects e.g. Maths, English, ICT. Careful thought has been placed upon the sequencing of content so that pupils build upon prior learning and make connections. The curriculum has been specifically designed in this way to allow for a greater number of opportunities for children to deepen their scientific knowledge and understanding, promoting critical thinkers and ensuring pupils know and remember more. The curriculum is a progressive model so that by learning the content pupils will make good progress as they move through the school from Early Years to Year 6. Challenge is inherent because the ambition is high for when Easterside Academy pupils leave our school.
Our aim is for all pupils to see themselves as scientists and have a real lasting passion for science and its application in past, present and future technologies. Our curriculum plans in regular opportunities for pupils to work in the school grounds, local environment, as well as further afield in order to enhance their fieldwork and develop their scientific knowledge and skills. As an academy we actively seek the support and involvement of industry, STEM and further education in order to further motivate and engage pupils.
Through our curriculum children gain confidence and competence in generating questions, taking the initiative in planning and carrying out scientific investigations. They develop excellent scientific knowledge, understanding and vocabulary which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings. The school promotes high levels of originality, imagination and innovation in the application of skills. Our 'active' curriculum incorporates the outdoors where possible.
Towards the end of our science based topics / enquiry learning, pupils are given the opportunity to present their work to authentic audiences in an imaginative and creative way.