We have achieved Primary Science Quality Mark (PSQM) status, recognising our commitment to excellence in science teaching and learning. This prestigious award celebrates the high-quality science education we provide through our curriculum and a wide range of enrichment opportunities, inspiring curiosity and a lifelong love of science in our pupils.

Intent: What is the purpose of our Science curriculum?

• equip our pupils with the scientific knowledge required to understand the uses and implications of science, today and for the future.
• ensure that all pupils reach their full potential. Science is taught as a fine balance of knowledge-based and investigative approaches that are responsive to the children’s needs and interests.
• harness children’s natural excitement and curiosity and inspire them to pursue scientific enquiry.
• Know and understand the key concepts of ‘nature and natural phenomenon’, ‘change’ and ‘energy.’
• Equip pupils with an understanding of the disciplinary knowledge of a Scientist (planning, enquiring, measuring, recording data, testing, predicting, reporting and identifying evidence to support conclusions).

In summary, by teaching the products of Science (substantive knowledge) and the practices of Science (disciplinary knowledge) we aim to promote an appreciation of the nature and status of Scientific knowledge. The children will understand the uses and significance of Science to society (solving global challenges and the valuable careers that can be undertaken to promote economic, environmental and social development.)

Implementation – How do we do it?

Science is taught at Tranmere Park Primary as an area of learning in its own right, as well as being integrated (where appropriate) with other curriculum areas so that children achieve a greater depth of understanding and so that we cultivate curiosity and promote retention. A progressive thread of learning – underpinned by the importance of developing Science Capital and understanding the value and importance of Science in the world around them – will be taught to all abilities, ensuring that the knowledge and skills from the previous year are built upon. Our teachers are acutely aware of the previous and subsequent year group’s content, allowing them to fit the unit of work into the bigger picture of the Science curriculum. To ensure this, the key knowledge and skills that children acquire and develop throughout each topic have been carefully mapped onto Knowledge Progressions. Working scientifically skills are also embedded into lessons to ensure that skills are systematically developed throughout a child’s career at our school. Time is taken to identify and teach the specialist vocabulary associated with each topic and particular attention is paid to identifying possible misconceptions or confusion around a familiar word that may have a different and specific meaning in Science: conductor, key, theory, law, solution etc.

Teachers, at Tranmere Park, adapt plans to suit the individual needs of their class. Progression and continuity are shown through the short, medium and long-term plans, with all plans meeting the requirements of science set out in the National Curriculum. All children have the opportunity to participate in science at their own level of development, with teachers ensuring that lessons cater for individual needs.

Assessment

• Short-term assessments aim to assess the children’s learning on a lesson-by-lesson basis and are key to our curriculum. These could include observations of groups, observation and recording of achievement in a practical context, analysis of whole class feedback, the marking of work, either in written or oral form. The criteria for assessment will be related to the objective of the lesson which will relate to the National Curriculum requirements of both scientific knowledge and working scientifically skills. Teachers often note informal assessment data onto their plans.
• Often, at the start of a unit of work, children undertake a unit readiness assessment to assess their prior learning and understanding linked to the upcoming topic. These assessments identify key knowledge children already have and highlight any gaps that may need to be addressed. Unit readiness assessments take place in a variety of forms, including teacher-led discussions, short assessment papers, practical activities, or other suitable assessment approaches.
• At the end of each unit of work, formal assessments are undertaken to pinpoint pupils’ learning and understanding of the knowledge and skills covered throughout the unit. At Tranmere, we recognise that not all learning can be effectively demonstrated through written tests, so assessments take a variety of forms, including investigations, double-page spreads, quizzes, discussions, practical activities, and games. These approaches allow teachers to gain a broader understanding of children’s knowledge, application of skills, and depth of understanding.
• Long-term assessments assess children against national expectations. These are summative judgements made by the class teacher, informed by assessment evidence collected throughout the year. These judgements provide additional information about individual children’s attainment and progress, supporting transition to the next teacher and reporting to parents. Individual pupil results are recorded on Sonar, our school’s assessment and tracking system, at key points throughout the academic year.

Monitoring

The science subject leader will use their expertise to support other teachers. Completing an annual deep dive into science, they will undertake: learning walks, planning and book scrutinies, pupil and teacher interviews and analysis of the most recent data point to identify trends and variation. The focus of this monitoring is also linked to the school development plan and whole school development priorities. The monitoring cycle will evaluate current practice and the subject leader will be responsible for providing timely feedback, coaching and support. The results of monitoring inform next steps and subsequent action planning, and are noted on the subject leader audit completed at the end of the academic year.

Impact – What knowledge and skills are obtained?

At Tranmere Park, every pupil will:

• Believe that they can be scientists and ask questions and are curious about the world around them, thinking critically and using their scientific skills to undertake enquiries.
• Make excellent progress to meet or exceed national expectations, irrespective of background and entry points, whilst developing their knowledge and skills so that they meet the requirements of the science National Curriculum
• Be excited and hold a curiosity about the world around them. Alongside this, the foundations of the knowledge needed to understand the world around them will be fostered.
• Undertake informal assessments which check existing knowledge and identify gaps in their understanding so that we are certain about the individual goals of each child. This way, by the end of Year 6, we will endeavour for all children to have developed a love of science as well as the knowledge and working scientifically skills that will allow them to continue to be curious about science as they continue their development in KS3 and above.
• Be curious, analytical thinkers who ask inquisitive questions, pose ideas and eagerly tackle challenges.
• Be resilient to mistakes and persevere when faced with a challenge, recognising that they can use their knowledge and skills to solve these problems.
• Be exposed to high quality teaching, designed to captivate and stimulate their curiosity.
• Develop enquiry skills to pursue their own interests within the topics and further questioning.

Our Progressive Curriculum (EYFS to Y6)