At Leigh Academy Milestone, we want every child to be happy and aspirational learners of Science, and to be eager to achieve their very best in order to fulfil their considerable potential. We firmly believe that the recipe for success is high-quality first-wave teaching in Science, which is central to the life of our safe, supportive and curious academy environment.
Through teaching science, we aim to provide our students with the foundations to understand the world around them and to develop functional skills for their individual developmental stage. At Leigh Academy Milestone, science is about enabling our pupils to experience and observe the natural and humanly-constructed world, drawing inspiration from the International Baccalaureate Primary Years Programme (PYP) Transdisciplinary Themes through an inquiry-based approach.
For instance, a unit on ‘How the World Works’ may include experiments on forces and motion, exploring the natural world in our own playgrounds and school field, or by studying our own bodies and how they move. Similarly, a unit on ‘Where We Are in Place and Time’ may delve into the history of scientific discoveries or examine the impact of human activities on the environment.
Students are encouraged to be curious, manipulate, participate, and ask questions about what they notice and observe. They are empowered to develop their understanding of scientific ideas by using different types of inquiry to answer their own questions through actions and communication appropriate to the individual’s preferred mode.
Exploration is a vital part of a student’s learning, so the teaching and learning of science is supported through the use of firsthand practical experiences whenever possible for consolidation, and to aid the long-term retention of the learning of skills and knowledge as appropriate for the individual learner.
Science is taught within each phase using the National Curriculum as the basis for development. Where appropriate, science knowledge is taught alongside the ‘Working Scientifically’ skills which form the basis of exploration in science teaching and learning.
- As students progress, they build upon the learning from prior years, developing depth of understanding and progression of skills.
- Teachers promote enjoyment and foster interest in the scientific disciplines; Biology, Chemistry and Physics and do so as they are integrated into each other and into other learning where appropriate.
- Children develop their ‘working scientifically’ skills to explore, question, predict, plan, carry out investigations and observations as well as conclude their findings as appropriate to the individual learner.
- Children present their findings and learning using science specific language, observations and diagrams, as appropriate to their individual needs and skills
- The vehicles which drive learning throughout the term are the central idea and associated lines of inquiry. Therefore, science is taught through these vehicles where possible and linked to the Transdisciplinary Themes as laid out by each phase and pathway.
- Effective modelling by staff ensures that children are able to achieve their learning intention, with misconceptions addressed within it.
- Through the use of a range of assessment tools, adaptive teaching is facilitated by teachers, to ensure that each student can access the Science curriculum.
- Students are regularly given the opportunity for self or peer assessment, which is then used to inform planning, preparation, differentiation and address misconceptions within that lesson, as appropriate to the individual.
- The subject leader for Science will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in Science is highly effective.
- Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.
The impact of this curriculum design will lead to outstanding progress over time, across phases, relative to a child’s individual starting point and their individual progression of skills. Children will be able to remember more and do more. By integrating the ‘Working Scientifically’ skills across all learning, our Science curriculum will lead pupils to be enthusiastic science learners, who are able to safely engage and interact with the world around them. We want to empower our children to understand they have the capability to actively engage with the world they inhabit and that they can take in information and have meaningful interactions with the natural world. This is evidenced in a range of ways, including pupil voice, their work and their overwhelming enjoyment for science.
The science curriculum provides cultural capital to students throughout their time at school.
- Global Perspective: The curriculum encourages students to think globally. For instance, studying climate change or biodiversity can broaden their understanding of global issues and their impact on local communities as well as how this may vary in different environments.
- Historical Context: Exploring the history of scientific discoveries can provide students with a sense of historical context and the progression of human knowledge.
- Scientific Language: Students learn to communicate scientific ideas clearly and concisely using appropriate language and terminology as appropriate to their skills. We encourage students to use the correct language where possible to help them understand the importance of clear communication across cultures.
- Data Analysis and Presentation: Students are encouraged to use the skills they develop in maths and science to help them understand the presentation of data as it applies to their own lives, health and environments.
By focusing on these areas, the science curriculum can empower students to become informed, engaged citizens who are capable of making informed decisions and contributing positively to society.
As students develop their skills in thinking and working scientifically, they are preparing themselves for a wide range of careers. With the proper guidance, support and training, students can transfer their skills and knowledge to careers as
- Laboratory Technician: Students who follow instructions well and who enjoy systematic, structured approaches could work in laboratories, assisting with experiments and data collection.
- Horticulture/Gardening: Students with a passion for plants and nature could explore careers in gardening, landscaping, or horticulture.
- Animal Care: With training, students could work in animal shelters, veterinary clinics, or zoos, assisting with animal care and maintenance.
- Healthcare Assistant: With appropriate training, students could work in healthcare settings, assisting with patient care and daily living tasks.
- Care Worker: Students could work in care homes or supported living settings, providing care and support to individuals who need it.
- Early Years Educator: With relevant qualifications, students could work in nurseries or preschools, assisting with childcare and early education.
- Hospitality: Students could work in hospitality, such as restaurants, cafes, or hotels, in roles like kitchen assistant or waiter/waitress.
- Manufacturing: With training, students could work in manufacturing settings, performing tasks like assembly or packaging.
Each lesson will include live marking (as per the Feedback Policy). Homework is not formally set in Science but students are encouraged to use the skills they develop for exploration and analysis in all of their learning. Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early. Assessment is recorded either on Evidence for Learning or on paper in a student’s work record as appropriate to the student and their learning abilities.