Intent: What we want to achieve through Science teaching

At Laceyfields Academy, our intent when teaching Science is to develop a sense of curiosity across the different disciplines. We want our children to think scientifically by asking questions about the natural and man-made world around them and find some answers.   Our children will experience different types of enquiry as they progress through school.  They will be able to explain scientific processes using technical vocabulary.   

Implementation – How we do it here

At Laceyfields, Science is taught in a practical and engaging way through observation, experiments and investigations.  We use our immediate surroundings to teach about living things. In EYFS, children explore the natural world around them to make observations and comparisons that link back to key texts read in class. This is further developed through continuous provision.  In KS1, Science is taught every half term and is often linked with other Foundation Subjects and key texts in English. With a strong focus on Biology, children learn about themselves as humans and this is linked to our PSHE curriculum.  They observe seasonal changes and connect this to the life cycle of some plants. They identify common insects, flowers and trees by exploring our school grounds. Frequent, continuous and progressive learning inside and outside the classroom is embedded throughout the science curriculum.  They develop their scientific skills by making predictions, carrying  out investigations and explaining their findings which they present and record with photographs, labelled diagrams and simple block graphs, tally charts and pictograms.  

Impact: How we will see effective Science teaching

Our children will be ready for the next stage in their education by being able to explain scientific processes using technical vocabulary confidently.  They will use diagrams and experience to articulate what they have learnt. They will make connections and comparisons to understand how things live in different habitats, linking this to their understanding of hot and cold places in the world.