Plaistow Hill Primary and Nursery School

Plaistow Hill Infant and Primary School

Everyday my daughter is very eager to tell me what she has learnt and is always excited to be going to school

Year 2 Parent

  • "Staff are kind, calm and encouraging - Ofsted, April 2022"
  • "Children flourish in an environment of genuine warmth and care - Ofsted, April 2022"
  • "Pupils in Key Stage 1 are confident, listen to each other, share and take turns - Ofsted, April 2022"
  • "Parents and carers praise the work of the school - Ofsted, April 2022"
  • "One parent expressed the view of many with the comment 'the atmosphere and attitude of all the staff is incredible' - Ofsted, April 2022"
  • "The outdoor learning environment is used effectively to help children co-operate with each other and practise their number knowledge and skills - Ofsted, April 2022"
  • "Pupils are happy at Plaistow Hill Infant and Nursery School - Ofsted, April 2022"
Life at Plaistow Hill Primary and Nursery School Life at Plaistow Hill Primary and Nursery School Life at Plaistow Hill Primary and Nursery School Life at Plaistow Hill Primary and Nursery School Life at Plaistow Hill Primary and Nursery School

Principles of Our Science Curriculum

 

Intent: Why Do We Teach What We Teach?

Our United Curriculum for science aims to provide all pupils, regardless of their background, with a solid foundation in science through the following: Substantive Knowledge

  • Mastering Core Content: We ensure pupils thoroughly understand key concepts by revisiting important knowledge regularly.
  • Building Big Ideas: Our curriculum is carefully sequenced to help students gradually develop an understanding of the 'big ideas' in science, laying a strong foundation for learning in KS3 and KS4.
  • Preventing Misconceptions: We address common misunderstandings early on to prevent them from causing problems later in a child's science education.
  • Going Beyond the Basics: We teach some concepts that go beyond the KS1 and KS2 national curriculum to enhance understanding and make the transition to KS3 smoother.
  • Making Connections: We encourage pupils to apply their science knowledge to other subjects and the wider world.

 

Disciplinary Knowledge

  • Working Scientifically: We teach and practice scientific methods and thinking alongside substantive knowledge, reviewing and building on these skills throughout the years.
  • Linking with Other Subjects: We make clear connections to subjects like geography and mathematics, ensuring pupils learn relevant skills, such as constructing bar charts or calculating averages, in the appropriate context before applying them in science.
  • Purposeful Practical Tasks: Our practical activities are designed to demonstrate or prove key concepts and to practice scientific skills in meaningful ways.

 

Curiosity and Excitement about Science

  • Inspiring Examples: We choose examples and applications of science that spark pupils' curiosity about the world and natural phenomena.
  • Inclusive Curriculum: We ensure all pupils see themselves reflected in the science curriculum by highlighting modern role models and the contributions of scientists from diverse backgrounds. We also consider social and cultural values related to scientific ideas.

Our goal is to foster a love of science in all our pupils, helping them to see its relevance in their lives and the world around them.

 

Implementation: What Do We Teach and When?

The implementation of the United Curriculum for Science aligns with our overall teaching and learning principles, focusing on structured and progressive learning. Here’s how we approach teaching science:

 

Building on Prior Knowledge

  • Connecting Content: Each unit builds on what children have previously learned. We ensure that the necessary prior knowledge is revisited and used as a foundation for new concepts, leading to a deeper understanding.

 

Using Vertical Concepts

  • Connecting Learning: Vertical concepts help link different aspects of learning. For example:
    • In Year 1, children learn that objects have specific purposes.
    • In Year 2, they learn that objects are made from various materials because these materials have properties suited to different purposes.
    • In Year 4, they learn that properties of materials can be classified as chemical or physical.

 

Teaching Disciplinary Knowledge

  • Explicit Instruction: Scientific methods and thinking are explicitly taught and sequenced to ensure children practise these skills throughout their education.

 

Integrating Sustainability

  • Sustainability Focus: Key aspects of sustainability are integrated into our science and geography lessons, helping children appreciate and understand sustainability issues.

 

Encouraging Extended Writing

  • Writing as Scientists: Opportunities for extended, scholarly writing are embedded throughout the curriculum. These tasks have a clear purpose and audience. For example, in Year 4, children write a letter to explain solutions for hearing loss to an elderly relative.

Impact: How Do Children Show That They Know and Remember More?

Measuring Progress

Our progression model is based on careful sequencing and gradual building of concepts over time. If children are keeping up with the curriculum, they are making progress. Here’s how we measure it:

 

Formative Assessment

  • Questioning in Lessons: Teachers regularly check understanding through questions, addressing gaps and misconceptions as needed.
  • Pupil Conferencing: Subject leads and senior leadership team (SLT) talk with children about their learning, discussing both substantive and disciplinary knowledge and how it connects to concepts learned in previous years and other subjects. For example, Year 6 children might discuss how combustion relates to habitat loss of polar bears.
  • Post-Learning Quizzes: At the end of each unit, quizzes help teachers understand what knowledge children have retained, identifying any remaining gaps.
  • Pre-Learning Quizzes: At the start of each unit, quizzes assess children’s understanding of prior knowledge needed for new content. This helps identify gaps to fill before teaching the new unit.

Our aim is to ensure that children are consistently building on their knowledge and skills, becoming confident and competent in science.