Science Intent

At Pinner Wood, the intent of the science curriculum is to ensure that all pupils see themselves as capable scientists and develop a secure, cumulative understanding of science. The curriculum aims to inspire curiosity and a positive attitude towards science while ensuring all pupils achieve high standards through inclusive, well-sequenced teaching.

Through the disciplines of biology, chemistry and physics, pupils are taught to:​

• Build strong scientific knowledge and conceptual understanding.​

• Understand the nature of science by developing enquiry skills and applying different types of scientific investigation.​

• Ask questions, solve problems and draw conclusions using evidence.​

• Use scientific vocabulary accurately and confidently.​

• Develop practical skills through the safe and effective use of scientific equipment.​

• Understand the relevance and impact of science on the world today and in the future

The curriculum is carefully planned to build progressively on prior knowledge, embed Working Scientifically skills, and deepen understanding over time. Teaching is informed by assessment, promotes curiosity and independence, and provides appropriate challenge for all learners. Enrichment opportunities, such as STEM events and outdoor learning, further enhance engagement and help pupils see science as meaningful, exciting and connected to real life.​

Progression in Science

Our whole school approach to the teaching and learning of science involves the following;​

• Science will be taught in planned over a two week blocks by the class teacher every half term around a key question. This is a strategy to enable the achievement of a greater depth of knowledge.​

• Existing knowledge is checked at the beginning of each topic via the vocabulary mind maps, recapped and built on over the unit. This ensures that teaching is informed by the children’s starting points.​

• Through our planning, we involve problem solving opportunities that allow children to apply their knowledge and find out answers for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion.​

• We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.​

• Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.​

• Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.​

• Regular events, such as Science Week or STEAM Week allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.​

• At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.

Science Inclusivity and Wider Opportunities

• Earth friends​

• STEAM clubs (internal and external)​

• STEAM week​

• Engaging Science lessons throughout the school​

• Various year group trips e.g. Science Museum and Space museum​

• Learning about all Scientists from all countries from the past and present.​

• Visitors e.g. dentist​

• Hands on practical experiments​

• Oracy opportunities​

• Use of widget symbols to support learners understanding, adding photos where appropriate​

• Science display symbols used across school ​

The hands-on, investigative style makes learning more inclusive, creating concrete and engaging lessons that reduce frustration and help children build confidence at their own pace.