The National Curriculum for Science aims to ensure that all pupils:
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- Develop understanding of the nature, processes and methods of science through different types of scientific enquiries that help them to answer scientific questions about the world around them.
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
At Godolphin Junior Academy, these skills are embedded and developed consistently, through well sequenced and progressive Science lessons. Pupils are taught to work scientifically by asking relevant questions to seek information from multiple sources and to rely on scientific enquires to determine answers. This process provides a solid foundation for them to form independent opinions and make decisions, a skill that will serve them well throughout all facets of their life and academic pursuits.
Science lessons at Godolphin Junior Academy facilitates opportunities for pupils to develop their understanding of scientific knowledge, its relevance to their lives and its capacity to apply these vital life-skills to everyday activities. These skills help the children to generate ideas, make observations, collect and record scientific data and use evidence to understand key issues across the curriculum.
At Godolphin Junior Academy, Science lessons are of a high quality, designed to ignite children’s zest for knowledge and encourage pupils’ curiosity for the world around them.
Teachers create a positive learning environment and motivate all children to achieve their full potential in weekly, high quality Science lessons.
Our teachers apply the following approach to all Science lessons in order to have successful implementation:
- Teachers reinforce an expectation that all children are capable of achieving high standards in Science regardless of starting points.
- High quality Science resources (such as TigTag) and models are used to embed the understanding and application of scientific concepts.
- Scientific vocabulary is essential to pupils’ understanding of topics. In each lesson teachers provide good models of vocabulary, which pupils are encouraged to use in their verbal and written explanations.
- Deeper layers of questioning (using solo taxonomy) is used by teachers to assess children’s understanding and extend their knowledge of scientific concepts.
Science is taught through progressive units, each introducing a scientific concept which is built upon as they progress through the school. At the beginning of each topic, Science Unit pages outline key objectives which support pupils to understand their progress throughout the topic. This is followed by a knowledge seeker process which helps teachers to assess pupils’ prior knowledge and encourage pupils’ enquiry skills; children share their questions about the new unit of work. Throughout Science lessons, teachers emphasise scientific vocabulary and enable pupils to gain a deep understanding of new scientific vocabulary. All pupils are encouraged to hypothesize, plan and conduct fair experiments. Every topic has an experiment for the students to conduct and report on. Teachers provide good models for pupils to understand the process and purpose of fair tests and collecting data. Practical experiments and opportunities to learn from the outdoors are planned in to allow pupils to explore science phenomena. Through skillful teacher questioning, pupils draw scientific conclusions from their experiments and evidence they have collected. Children’s knowledge of key concepts and vocabulary is consistently assed through mini quizzes. To celebrate their achievements, pupils self-reflect on their work by referring back to their knowledge seeker questions and explain what skills and knowledge they have gained. Pupils showcase this learning through an extended piece of writing at the end of each unit.