Science

The science curriculum at Winston Way Academy provides children with a clear, in-depth knowledge of the scientific disciplines of biology, chemistry and physics that provides pupils with:  

• A secure, deep understanding of the nature, processes and principles of science through clear instruction and purposeful practical practice. 
• An ability to apply long-term knowledge to make predictions and connections between disciplines and recognise the uses and impact of science in the wider world. 
• Gradual understanding of ‘vertical concepts in biology, chemistry and physics.  

It also intents to embed and extend core disciplinary knowledge through scientific enquiry. The children are encouraged to approach challenging and scientifically valid questions through the systematic use of working scientifically skills: (see below) 

Scientific Attitudes & Planning: 

• Asking scientifically relevant scientific questions and designing controlled investigations.  
  Measuring & Observing: 
• Learning how to use scientific apparatus like rulers and thermometers and making systematic observations.  
  Recording & Presenting:  
• Setting up data collection tables and presenting this data in a variety of charts and graphs.  
  Analysing & Evaluating:  
• Interpreting and analysing findings; drawing conclusions and evaluating the reliability of investigations.  
  Our aim is to generate excitement for science, that inspires a curiosity about natural phenomena and the world around them. 

Teachers are provided with planning days, to plan and organise their curriculum. As part of this planning process, teachers plan the following:    

• A knowledge organiser which outlines knowledge (including vocabulary) all children are expected to master. 
• A sequence of learning which follows the Rosenshine Principles of Instruction.  
• A cycle of lessons for each subject, which carefully plans for progression and depth.  
• Low stakes quizzes which are used regularly to support learners’ ability to retrieve and recall knowledge and increase space in the working memory.  
• Challenge questions for pupils to apply their learning in a philosophical/open manner.    
• Trips and visits from experts who will enhance the learning experience.   

Our Science Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:   

• A reflection on standards achieved against the planned outcomes  
• Celebrating science learning across the school, as well as acknowledging and sharing outcomes during British Science Week. 
• Tracking of knowledge in pre and post learning quizzes  
• Pupil discussions about their learning   
• Questioning in lessons. Teachers check understanding so they can fill gaps and address misconceptions as required.
• Pupil conferencing in books to improve lesson outcomes. 
• Pupil voice: The science lead selects pupils to talk about what they have learnt – both substantive and disciplinary knowledge – and how this connects to the vertical concepts that they have been developing in previous years and other subjects.
• Post-learning quizzes at the end of each unit. These give teachers an understanding of the knowledge that pupils can recall at the end of the unit and can be used to identify any remaining gaps to be filled. These are generally recall questions, such as identifying the symbols used for electrical components used in a circuit or identifying different animal features.

 Our science curriculum is also planned in a way which promotes the cultural capital of all our children. We enhance our curriculum especially for the most disadvantaged by organising guest speakers (STEM), organising Science weeks which focus on the wider world and promote careers in science. We also plan to provide additional opportunities such as farm visits and work in the woodlands.