At Timbertree Academy, we believe that a high-quality science education provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge, vocabulary and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Our Science curriculum is underpinned by subject knowledge acquisition before applying this to an investigation. This allows our children to learn new vocabulary, processes, methods and ideologies which then informs purposeful and focused investigative practice. Our Science curriculum is knowledge and vocabulary rich, ensuring children gain a deep understanding of fundamental scientific knowledge and concepts as well as embedding key science specific vocabulary and terminology (Tier 3 vocabulary). In addition, children are encouraged to develop their scientific curiosity and understanding by working scientifically
Through our science delivery, pupils become more expert as they progress through the curriculum, accumulating, connecting and making sense of the rich substantive and disciplinary knowledge.
- Substantive knowledge - this is the subject knowledge and explicit vocabulary used to learn about the content. In our science, an extensive and connected knowledge base is constructed so that pupils can use these foundations and integrate it with what they already know.
- Disciplinary knowledge – this is knowing how to collect, use, interpret, understand and evaluate the evidence from scientific processes. This is taught. It is not assumed that pupils will acquire these skills by luck or hope. Pupils construct understanding by applying substantive knowledge to questioning and planning, observing, performing a range of tests, accurately measuring, comparing through identifying and classifying, using observations and gathering data to help answer questions, explaining and reporting, predicting, concluding, improving, and seeking patterns. We call it ‘Working Scientifically.’ See our Science ‘Working Scientifically Map’ to see how these develop across phases.
- Scientific analysis is developed through IPROF criteria. We call it ‘Thinking Scientifically.’
- identifying and classifying
- pattern seeking
- observing over time
- fair and comparative testing
- Substantive concepts include concrete examples, such as ‘plant’ or more abstract ideas, such as ‘biodiversity’. Concepts are taught through explicit vocabulary instruction as well as through the direct content and context of the study.
Aims of the Science Curriculum
Our Science curriculum pays close attention to guidance provided by the National Curriculum sequence and content. It is infused with evidence-led practice and enriched with retrieval studies to ensure long-term retention of foundational knowledge. The foundations of our science curriculum are cemented in the EYFS through learning within the Natural World, and People, Culture and Communities. Our ambitious interpretation of the National Curriculum places knowledge, vocabulary, working and thinking scientifically at the heart of our principles, structure and practice
National Curriculum for Science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.