At Bluecoat Primary we have a Science curriculum which is purposeful, inspiring and practical. We understand that Science is more than just knowledge; it involves hypothesising,  investigating, observing, evaluating, recording and analysing.

• Bluecoat children will develop scientific knowledge and conceptual understanding through their science learning.  

• They will be able to 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  

• From EYFS through to Year 6, our children will have the opportunity to discover, experiment, observe and reflect, building on their existing knowledge as they go

• We plan for all children to acquire appropriate subject knowledge, skills and understanding as set out in the National Curriculum

• With the implementation of Curriculum Maestro, we will create strong cross curricular links with other subjects such as ICT, Mathematics, English and Art. 

• We ensure all children are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Science in the Early Years Foundation Stage  is covered in the ‘Understanding the World’ area of the EYFS Curriculum.  It is introduced indirectly through activities that encourage every child  to explore, problem solve, observe, predict, think, make decisions and talk about the world  around them.    

During  their first years at school our children will explore creatures, people, plants and objects in their  natural environments.  They will observe and manipulate objects and materials to identify  differences and similarities.  They will also learn to use their senses, for example to feel different textures or listen to sounds in nature. They will observe animals and  plants and explain why some things might occur and talk about changes. Children will be encouraged to ask questions about why things happen and how things work. Children will be asked questions about what they think will happen to help them communicate, plan,  investigate, record and evaluate findings.

In Key Stage 1 and Key Stage 2 we aim to build on these early experiences of science and scientific thinking always encouraging our learners to question and investigate. To implement our science curriculum at Bluecoat we will:

• Use Curriculum Maestro to provide comprehensive, knowledge and enquiry-rich teaching aligned with National Curriculum standards.

• Provide pupils with the opportunity to engage, develop, innovate and express their scientific understanding in line with Curriculum Maestro.

• Use diverse lesson types, alongside adaptive teaching, to accommodate different learning styles and interests.

• Aim for learning to be of a practical nature where investigations are designed by pupils where possible

• 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

• Encourage children to think about appropriate enquiry types to use in different areas of scientific exploration.

• Plan and deliver a variety of types of lessons that give different learners the tools to succeed. This includes opportunities for self-directed, enquiry based, investigative and comparing and contrasting learning experiences

• Enhance understanding through educational visits and hands-on activities.

• Provide high-quality resources, including primary sources and expert visits.

• Support staff through in-house training and development.

Children at our school enjoy learning science. They have a broad and varied experience of science when at Bluecoat school with National Curriculum coverage ensured through the use of Curriculum Maestro. Year 6 children will leave Bluecoat Primary equipped with the skills, knowledge and love of science required to progress to KS3. 

Pupils’ skills and knowledge are assessed regularly by the class teacher, using formative assessment during lessons including  pupils’ evaluations, answers to key questions and topic discussions. We are developing a ‘Flashback 4’ questioning scheme to ensure children can recall knowledge from previous scientific learning. As part of our planning, we ensure that ‘Dive deeper’ questions are posed to enable children to deepen their understanding in lessons.

The teaching and learning of science is also monitored through book scrutinies, pupil conferencing, learning walks and lesson observations.