At Bracebridge Infant and Nursery School, it is our intent to encourage our children to be curious about natural phenomena , the Natural World (EYFS) and satisfy their curiosity with knowledge. We want children who can carefully consider questions given, ask questions and can give their own ideas about what methods they can use to answer these questions, so children begin to think like scientists. Science is taught to help children develop inquisitive minds so as to apply their knowledge through scientific enquiry. Throughout the whole school, closing the vocabulary gap is a key focus. In each year group, we ensure that children know and understand the academic vocabulary that they need to progress to their next stage of learning. This is done through high quality modelling by staff, high expectations of children’s use of vocabulary, and low stakes quizzes and reflection times.
Our Science curriculum is implemented by teachers who create a positive attitude to science learning and engage children within their classrooms, reinforcing an expectation that all children are capable of achieving high standards in order to think like a Scientists.
Throughout school we adopt a cross-curricular approach to our Science teaching and provide enrichment opportunities which, otherwise, our children may have limited experiences of.
In EYFS, Tapestry is used to record progress and achievement through high quality observations. In KS1, progress and achievement are recorded in learning journeys, on working walls and teacher observations.
Leaders assess the impact of children’s learning through environment walks, learning walks, work scrutinies, and very importantly, talking to the children to see if they know and understand the key scientific vocabulary that they have been exposed too.
Teachers use specific sessions to inform the assessment of individual key skills in ‘working scientifically’. Children not only acquire the appropriate age related knowledge linked to the science curriculum but also skills which equip them to progress from their starting points, and within their everyday lives. Teachers monitor the classes’ progress on this progression grid by highlighting and dating coverage and marking the initials who are still working towards the standard in red, and the children who have exceeded the standard in green. It is expected that all other children whose initials are not marked, will have met the expected standard.