Our new Science Scheme of Work embeds our science principles and includes outdoor

learning: A1, A2, A3, B1, D2

Outdoor learning and visitors are planned.

Practical activities, enquiry, observation and investigations.

Scientific vocabulary is

taught.

Staff meetings to share best practice and to

develop a new scheme of work.

Leadership: A1, A2, A3, B2, A5, C1

Next step is to date science skills to aid assessment and encourage pupils to

ask questions they want to investigate.

Science Work Scrutiny showed a range of activities and photos of

children investigating.

The use of concept cartoons to encourage children to ask question they

might want to investigate was discussed in a staff meeting.

A member of staff said, “INSETs have introduced a range of resources and helped

build my confidence in teaching science.”

Leadership: A1, A2, A3, A5, C1

Science learning walk showed an increase in

practical science activities.

Year 1 investigating whether materials are waterproof.

Year 2 investigating the best materials for a romper suit.

Year 3 investigating their own questions about magnets.

Year 5 used ASE exemplification

materials

Science Enquiry: B3, C1, C3,

Our pupil voice survey (Nov 16) showed 74% of children thought good science

lessons involved experiments and interactive activities.

Our pupil voice survey (May 17) showed 78% of children thought they are now

doing more experiments and interactive activities in science lessons.

Year 2 designed and demoed an

exercise programme to stay healthy.

Year 6 investigated the effect of exercise on heart rate.

Year 4 conducted an experiment about how

sound travels. Year 5 conducted an experiment

about the speed of different

spinners using ipads.

Year 3 made ‘fossils’.

Outdoor learning: A2, A4, B3, C1, C3

Our pupil voice survey (Nov 2016) showed that children

enjoyed studying science outside.

Year 5 chose the surfaces they wanted to

investigate and took repeated measures to

obtain accurate results.

Year 6 chose how to investigate a correlation between fitness and lung capacity. They used a stopwatch to

measure the speed.

Year 1 observed strawberries and

potatoes growing in the school garden.

Teaching and Learning: B2, B3, D1

Different methods of recording are used in response to the pupil voice survey which revealed pupils didn’t

always want to write about their science work.

Year 4 drew and labelled the digestive

system.

Different teaching and learning methods are used after whole

school focus on the use of questioning in lessons.

Year 1 recorded their seasons work in a Big

Book.

Clear and focussed Learning

Objectives.

Concept cartoons and

questions stimulate

discussion and guide teaching.

Science in the Early Years: B2, C1, C3

Children in Reception were asking

questions and then finding out what

happens.

Children in Nursery are given opportunities to learn about science in the world through

play: feeling and observing what happens and finding solutions

for themselves when they encounter something that

doesn’t work.

What happens if I put the ice

in the water?

What happens if

I lower this?

Will this float?

Cross curricular links: A2, B2, B3, D1 In History, Year 2

had been learning about Great The Fire of London so

in Science they designed a house

using safer materials.

Year 6 learnt about Charles

Darwin’s theory of Evolution in Science. Then in English, they

wrote a biography about him.

Cross curricular links: A2, B2, C3, D1

Year 1 learnt about dinosaurs and being a palaeontologist through finding an egg and

footprints in the playground. This then supported their report writing in English.

Reception learnt about worms

through the Power of Reading text, ‘Yucky Worms’.

Assessment: A1, A5, C2 The assessment of science was discussed at a staff meeting and the need to embed assessment

opportunities in the scheme of work. It was agreed that Target Tracker would be used to track pupil progress and should be updated

after each unit of work. This would support Y2 and Y6 teachers in making teacher assessments at the end of each Key Stage. Class work, Mini-SATs reviews and science skills sheets would

inform the decisions teachers made on the tracker.

Target tracker is used for

summative assessment and to track pupils

progress through the

school.

Assessment opportunities are embedded in the new scheme

of work.

Working Scientifically is

recorded on a sheet in the front of pupils’ books.

Assessment: A1, A5, B2, B3, C2 After a Science Leaders course, the need to give opportunities for children to work at greater depth was discussed at a staff

meeting.

Year 6 applied what they learnt during the

electricity unit of work in an open-ended task.

Year 4 used what they have learnt during the sound unit of work to produce an interactive

sound poster.

Year 2 presented what they learnt about the life- cycle of frogs to Y1 pupils.

BBC Terrific Scientific: A2, A4, C3, D2 Year 5 and Year 6 pupils participated in the BBC

Terrific Scientific investigations, learning how research is carried out in the

real world.

Terrific Scientific Assembly explained the importance of

scientific research and encouraged pupils to use the

website at home.

Year 5 complete the trees

investigation.

Year 6 measure reaction times and keep a sleep diary for the time

investigation.

Year 5 record the results for the water experiment.

Creatures in the Classroom Project: A2, A4, B2, D2

Whole school assembly about looking after the

wildlife in the River Wandle.

Year 6 researched and looked after

sticklebacks.

Year 2 watched tadpoles

develop into frogs and

described the cycle.

Visits: A2, C3, D2

On the pupil voice survey (Nov 2016), children requested more science visits so

this became one of our Principles of Science and led to an increase in visits.

Year 5 visited Kew Gardens to learn about plants and to

support their Rainforests unit of work.

Year 1 visited our local cemetery to identify wild

plants in a familiar setting.

Year 6 found invertebrates

whilst studying

rivers at Kew Bridge.

Science Clubs: C1, C3, D2

Year 6 ran a lunchtime Science

Club for Year 4 pupils.

Testing rafts

Racing balloon buggies

KS2 Gardening Club grew

plants to sell at the Summer

Fete.

The most successful Big Lean.

Science in whole school events: A2, A4, C3, D1, D2

Science has been integrated into whole

school initiatives which has raised its profile with pupils, staff and parents.

Our school fete had a Science and technology theme so children visited the

planetarium and designed robots.

Our World Book Day had the theme of Beatrix Potter and the children learnt

about her as a scientist and mycologist as well as an author.

Science Week: A2, A4, C1, C3, D2

Using scientific knowledge to

construct models.

Enjoying the mobile zoo.

Making the carousels was fun!

It is exciting to learn new

things!

I enjoyed the zoo

because all the animals

were different. “All the pupils

observed were enjoying learning about science.”

Chair of Governors.

Y6 working with Reception. Y5

helping Y1.

Science Week: A2, A4, C1, C3, D2

In the Science Week assembly, children from each year group

celebrated what they learnt and enjoyed during Science Week.

Talks were given to inspire children pursue

a career in science.

Our Chair of Governors commented:

“Without exception, all pupils presented very confidently and knowledgeably in front of a large audience of pupils and

adults.”

The role of a biochemist

A forensic psychologist explaining the brain.

The study of design engineering.

Homework: B2, C1, C3

Year 5 were set a homework

task to research the solar system.

Year 2 were set a homework

task to carry out an experiment.

Y4 – Y6 researched a

career in science for

Science Week homework.

Y1 – Y3 designed an invention for Science Week

homework.

Promoting Science: A4, C1, C3, D2 Science was discussed at a

curriculum Governors’ Meeting and they welcomed

the PSQM initiative.

Science events are included in

the termly newsletter.

Displays and posters around the school

celebrate the science we do.

Investigating in the Nursery

Sound vocabulary and the Principles of Science in Year 4

Governors’ Learning Walk at the end of

Science Week.