Twitter

22/07/22

Last yummy breakfast before we leave 💕 https://t.co/TbSlBLUGry

22/07/22

Come on boys pay attention- the pig is escaping! https://t.co/89DHnS0gB2

22/07/22

Maths skills are coming in handy! https://t.co/wIm8fXrgNf

22/07/22

Saying goodbye to their new friends on the farm https://t.co/LjuG8U9MCo

22/07/22

New friends made on the farm! https://t.co/igOdIfLjI4

22/07/22

Everyone is too busy to pay attention to Mrs Corbett! https://t.co/b6cd8UAuCF

22/07/22

Good morning Mrs Corbett! More chores on the farm https://t.co/lkUOP8227N

22/07/22

Ever tried to take a Lamb for a walk 🤣 https://t.co/VNZlqxiXXE

22/07/22

We have fallen in love with the Lambs 💕 https://t.co/NrscaapVnv

21/07/22

Early Years Sports Day https://t.co/ZpfcIGu0KL

21/07/22

At last- time to tuck in! https://t.co/OT22C8Mo6h

21/07/22

Setting the table- beautiful flowers 😊 https://t.co/mUOukUb9hU

21/07/22

Lots to do still https://t.co/Z1F9qmM7Ke

21/07/22

Hello Mrs Hurley! https://t.co/f53BOlBoP5

21/07/22

Is that sheep getting a hug?! Lol https://t.co/ADddLog6DU

21/07/22

Look at the expert farmer! 👌🏼 https://t.co/L80JpmJ06g

21/07/22

The animals on the farm are well looked after and fed by our Year 6 children 👏🏼 https://t.co/9GySHzgmyK

21/07/22

Wow! Look who was hiding in the box! 🦇 https://t.co/H60obAKaTV

21/07/22

Everyone waiting in anticipation to find out what’s in the box… https://t.co/h5q9br5OgE

Harris Academies
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Science

HPAPP Science Curriculum Intent Statement

"Science and everyday life cannot and should not be separated."

— Rosalind Franklin, chemist and X-ray crystallographer

Vision and Curriculum Principles

The purpose of this document is to clarify how, why, and what we teach in science at Harris Primary Free School Peckham. This document is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality science curriculum is being taught to all.

 

The KS1 and KS2 primary science curriculum at Harris Primary Free School Peckham has been designed to offer the full rigour and challenge of the primary science national curriculum while still being relevant and accessible for the demographic of students in our school. Our curriculum development is guided by the following core principles:

  • accessible to all
  • promotes oracy
  • knowledge-led
  • develops habits of the mind
  • inspires ambition

 

We believe that science learning should prepare pupils for future learning; help them understand the world around them and allow them to succeed in all areas of life. To achieve this, we have created a curriculum that offers our pupils the opportunity to gain a depth and breadth of scientific knowledge. Our students will also develop a range of scientific skills which enable them to ‘work like a scientist’. We believe the teaching of science should encourage children to think critically, weigh evidence, sift arguments and interpretations, and express their own perspective and judgement. 

Intention

Science is an engaging, enquiry-led subject. Our curriculum should:

  • Develop a deep knowledge and understanding of the primary science national curriculum.
  • Stimulate children’s natural curiosity in finding out why things happen.
  • Enable student to ‘Work like a Scientist’ – pupils should ask questions, make predictions, conduct investigations, record data, interpret results and draw valid conclusions.   

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  • Impart scientific knowledge so that pupils can learn to make sense of the world around them and to foster an interest in science such that they appreciate the work of scientists and consider pursuing further study or careers in science themselves.
  • Focus on how the concepts taught relate to real-life, so that children can make personal, purposeful and meaningful connections to the world around them. 

 

The order in which we have chosen to teach the units has been agreed in conjunction with our science specialists working across the Harris Federation. They have used their subject-specific expertise to outline a suggested progression of learning. For example, it is important children know the properties of materials before moving on to learn about changes in materials. Likewise, learning about animals and plants before habitats allows children to build on prior knowledge. Some units have been placed in particular half terms due to seasonality (for example learning about plants in the spring and summer terms allows children to grow their own plants). Lesson planning and resourcing have been produced by the Harris Federation science consultant.

 

The key influencing factor of the curriculum sequencing:

  1. The National Curriculum – each unit has been kept within the recommended year group as suggested by the National Curriculum.
  2. Learning in depth – variety of learning experiences to embed key concepts with a focus on ‘knowing more, remembering more’.
  3. Working scientifically opportunities across units of learning in a year.
  4. Use of local or immediate environment so that we can make links between learning and real life to enhance science capita.
  5. Resourcing – no overlapping units such as electricity in year 4 and 6 being taught at the same time to allow for allocation of resources.

 

Intended content:

The teaching rota below identifies what is taught, when it is taught and provides a rationale behind the sequencing.  

The teaching rota below identifies what is taught, when it is taught and provides a rationale behind the sequencing.  

 

There are only three units that are not repeated in primary, but they are revisited at KS3 which provides a continuum of the spiral nature of our curriculum. These are ‘Sound’, ‘Earth and Space’ and ‘Evolution and inheritance’.

 

Implementation

We believe that skills and knowledge are intrinsically linked in the science curriculum and aim to capitalise on this by using first-hand experiences, so that all our children learn about the way things are and why they behave as they do. Our learners use a range of secondary sources (books, videos, and visits) to reinforce and enrich their knowledge.

 

Learners in science are involved in a wide range of activities that are practical, relevant and co-operative. It is important that children regularly carry out practical investigations which vary in type so that they get to experience a range of investigative techniques and can transfer enquiry skills from one context to another. These investigation types include:

  • Observation over time.
  • Pattern seeking.
  • Identifying, classifying and grouping.
  • Comparative and fair testing.
  • Research using secondary sources

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Furthermore, we aim to link lessons to real life. In doing so we are fostering social awareness and responsibility, resilience and reflective thinking.

 

  • EYFS children are taught science through a variety of exploratory opportunities throughout the academic year.
  • Children study science for 1.5 hours in KS1 and 2 hours in KS2.
  • Children are assessed at the end of every unit to monitor teaching, learning and progress (see below).
  • Scientific equipment is regularly audited and maintained so that practical lessons can be carried out safely and regularly.
  • Lessons are always adapted to suit the needs of individual classes and to ensure that our curriculum is accessible to all. To this end, all lessons involve adapted resources which often include translations and/or visuals; technology such as immersive reader is also used to support learners.

 

Typical Lesson:

Each lesson will show a single or double page of work. Every lesson begins with a starter sticker which recaps learning from previous units and learning from the previous lessons. Then pupils will record their learning through diagrams, tables, charts, photos of practical work (evidence of working scientifically), or short written pieces. At the end of the lesson, pupils are given the opportunity to show their understanding by raising their own questions (recorded in their books alongside a question sticker). Teachers mark within the lesson to inform AfL and to provide immediate feedback for pupils.

 

Impact

The science curriculum will make a profound and positive impact on the outcomes of every child. The spiral structure enables us to return to core knowledge and skills throughout the course, embedding key practises and understanding.

 

Core knowledge of each unit is supported by a Knowledge Organiser which details the key learning points and vocabulary. This is adapted to suit the needs of SEN/D and EAL learners so that our curriculum is accessible to all.

 

We endeavour to create strong and appropriate links with other subjects to enhance the curriculum and learning experience, predominantly but not exclusively with maths, literacy, music, PSHE, topic and PE.

 

Assessment:

  • The impact of the science curriculum will be assessed through both formative and summative assessment.
  • Lesson resources include frequent formative assessment that is embedded at the beginning (starter stickers), throughout (quizzes, teacher questioning and low-stakes-tests) and at the end of each lesson (true or false review quiz) to help children remember information.
  • Students also complete a summative assessment at the end of each unit. This consists of a multiple-choice quiz to check the retention of core knowledge.
  • This is followed by an ‘Assessment Challenge Task’ which allows students to demonstrate more in-depth learning of a wider variety of scientific knowledge. Tasks may include a continuous piece of written work summarising the knowledge they gained throughout the unit; or a parent presentation.
  • Pupil voice and book looks are important assessment tools. Teachers triangulate with the end of topic assessments and AFL opportunities to identify if children are working at the expected level for their age.

 

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