Our Curriculum

Science at Longvernal

At Longvernal Primary School we believe that a high quality Science curriculum provides the building blocks for understanding the world through the specific disciplines of biology, chemistry and physics. Through the exploration of key knowledge and concepts, the children are encouraged to recognise the power of explanation and develop a sense of excitement and curiosity about Science. The children should understand how Science can be used to explain what is occurring, predict how things will behave, and analyse causes. Science in our school is about developing children’s knowledge and skills that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills. Staff at Longvernal ensure that all children are exposed to high quality teaching and learning experiences both inside and outside the classroom (during Forest School), thus developing their scientific enquiry and investigative skills. They are immersed in scientific vocabulary, which aids children’s knowledge and understanding not only of the topic they are studying, but of the world around them. We intend to provide all children with the ‘cultural capital’ essentials they deserve within Science by providing them with a broad and balanced Science curriculum

Class teachers follow our curriculum progression documents for both scientific knowledge and working scientifically to underpin planning and teaching, ensuring subject knowledge is developed and retained. The progression documents outline the development of scientific enquiry skills setting out recommended enquiries that build the skills required. Teachers have freedom to adapt the enquiries to meet the needs of pupils, whilst ensuring that the appropriate balance of scientific enquiry skills is maintained. Formative assessment practices enable teachers to adapt lessons within units of work to ensure that key knowledge and concepts are developed. Teachers provide support and guidance to pupils, enabling them to learn and retain the required knowledge and skills.

Class teachers are expected to make regular formative and summative evaluations of learning (in the form of POP tasks) that determine whether children are meeting the expectations for the development of knowledge and skills in units of work as defined by the curriculum progression document. Teachers seek the advice of colleagues and leaders where individuals or groups of pupils are not yet meeting the expectations. Through pupil voice and discussions with colleagues, teachers will ascertain the children’s understanding of a subject and will moderate responses in order to provide the best opportunities for the children. The subject leader will ensure that there is consistency in teaching and knowledge as to whether a child meets the age-related expectations.