Brayford Academy Vision for Science
“The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.”
William Lawrence Bragg
At Brayford Academy our vision for science is to provide our children with a curriculum that is inspiring, engaging and develops curiosity to investigate the world in which they live. Through stimulating and challenging experiences, pupils will be able to deepen their scientific knowledge and vocabulary.
Science teaching at Brayford Academy aims to enable children to acquire specific knowledge and skills to help them think scientifically, whilst gaining a clear understanding of the world around them. Science allows children to develop an understanding of scientific processes through practical and hands-on investigations, with an emphasis on allowing children to become independent thinkers and learners, in order to explore possible answers for scientific questions. Topic-specific vocabulary is taught and built upon, with questioning being encouraged, developing children’s abilities to communicate their thoughts effectively.
Concepts will be developed through ‘working scientifically’, a practical enquiry approach allowing pupils to develop core skills by observing changes, noticing patterns, grouping and classifying, developing fair tests and using secondary resources. Our units of study are made relevant and efforts are made to link to their own experiences, using cross-curricular skills and ideas. In addition, lessons foster a development of vocabulary, communication, teamwork and a passion to discover more.
Regular monitoring shows that our children understand and apply key scientific principles within their work.
Our pupils are provided with a well-planned and high-quality science curriculum. We measure the impact by ensuring that:
- The pupil’s work shows a range of topics and evidence of the curriculum coverage for all science topics.
- They are becoming increasingly independent in science, selecting their own tools and materials, completing pupil lead investigations and choosing their own strategies for recording.
- We engage children in conversations about their work encouraging them to reflect on how they can improve further and build their learning power.
- Standards at the end of Key Stage 2 are in line with the national average for age-related expectations.
- Standards at the end of Key Stage 2 are in line with the national average for greater depth.
- Teachers’ judgements are moderated internally and externally at Science cluster meetings with the MAT.