Science

Welcome to our science curriculum page where you will find a range of information about science at Endeavour Academy.  Our subject leader for science is Miss Griffin.

INTENT:

As scientists at Endeavour Academy, we want our learners to have developed a scientific knowledge and understanding of the world through the different science strands of Biology, Chemistry and Physics. The understanding of these core science areas will allow our children to use different types of scientific enquires and answer scientific questions about the world around them and also have the knowledge required to understand the uses and implications of science for today and the future. Children at Endeavour will recognise that Science has changed our lives and is vital to the world’s future. Through building up a body of key foundational knowledge and concepts, our learners will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

 

CHARACTERISTICS OF AN ENDEAVOUR SCIENTIST:

• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings. 
• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.
• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings
• The ability to undertake practical work in a variety of contexts, including fieldwork.
• A passion for science and its application in past, present and future technologies.

 

IMPLEMENTATION:

Science is taught through a discrete session each week. At Endeavour we follow the National Curriculum for science and connect it to our topics wherever possible. Our whole school overview of learning can be viewed here and is used by staff to reinforce, build upon and make links between prior learning in turn supporting pupils to know more and remember more on their journey through school. Experiential learning such as visits from specialist science providers is also used to further enhance learning and to create a shared starting point on which to build further knowledge.

Science - Overview

 

Teaching and learning in science is organised around ‘big ideas’ which for science we have identified as

 

• Biology: Learning about plants, animals and humans; learning about living things and their habitats; learning about evolution and inheritance.
• Chemistry: Learning about materials and their many properties, rocks and states of matter
• Physics: Learning about forces and magnets, light, sound, earth and space, seasonal changes and electricity

 

These big ideas enable us to organise knowledge, skills and understanding in a meaningful context for our learners.   Interwoven throughout is a ‘working scientifically’ approach where we teach our children to use a range of scientific enquiry skills to think like a scientist and build their knowledge in all areas of science studied. We use the symbols below throughout school to help our children understand and recognise the different scientific enquiry skills they are using and developing.

 

 

We have designed and sequenced our Science curriculum in order to ensure learning is developed and not repeated over time.  Our school progression documents further illustrate how this is mapped out across school.

Science - Progression

At Endeavour Academy we are committed to using opportunities within science to educate our pupils to ask the big questions about the world they live in and think critically about how they can become a valuable member of society. Our science curriculum is designed to encompass relevant and meaningful SMSC (spiritual, moral, social and cultural) development and promote British Values through a variety of engaging learning experiences. For example,

You can read more about our integrated approach to personal development through science below:

Science - SMSC

 

IMPACT

The science subject leader, supported by the Headteacher and Senior Leaders, takes responsibility for ensuring children are progressing as expected in science. They regularly monitor planning and children’s work to evaluate curriculum delivery and standards. Teachers complete science assessments termly and this data is used by the science leader to inform curriculum developments.  Pupils are also regularly asked to discuss and reflect on their learning. Some examples of this can be seen below.

• I love science lessons and most of all I like finding out about animals. This year I learnt the differences between mammals and reptiles and how to group them. (KS1 pupil)
• Science is my favourite subject and I like learning about how science is used in real life. In our Magnets and Forces unit our ‘Big Question’ was ‘How do magnets make us go faster?’ I liked learning about how magnetic forces are used in Maglev trains to get rid of friction. (LKS2 pupil)
• Science lessons are really interesting to find out about the world. I like discovering about gravity and the human body and how different things affect me. When we were learning about forces we did an investigation on friction. I learnt how to make a prediction before an investigation and then look at the data we collected to find out if my prediction was correct. When my prediction was different to the results I could understand why after we did the investigation. (UKS2 pupil)

                                     

Visiting teachers observing and reflecting on teaching and learning in science at Endeavour made the following observations:

• Pupils confidently and articulately (even in KS1) use higher tier scientific vocabulary linked to learning
• Pupils were not afraid to ask questions and take risks to clarify concepts and further their learning
• We saw lots of collaborative learning taking place and pupils worked effectively in pairs and small groups to carry out tasks that helped them ‘acquire’, ‘strengthen’ and ‘deepen’ their understanding
• Staff were skilled at linking Science to other curriculum areas, we saw examples drawn in from Maths, English and Geography to enrich learning and help deepen understanding.
• Teacher subject knowledge in Science is strong and staff are acutely aware of the Science that has been covered in previous years and what is to come.
• Children are genuinely captivated by Science and consider themselves as Scientists, we heard a few exciting “Wow!” during the learning walk
• Children recognized that lessons at Endeavour were challenging but they knew what strategies to use if they were stuck. They shared their passion for Science and were proud to show off their best pieces of work with valid reasons.

 

ASPIRATIONS

As part of our commitment to raising aspirations for all pupils we want to develop an understanding in our pupils of how learning science can be useful to them in their everyday lives or in their future careers.  Here are some jobs pupils can aspire to as scientists:

• Biology: Veterinary surgeon, Marine biologist, Physiotherapist
• Chemistry: Lab technician, Pharmacist, Forensic scientist.
• Physics: Research scientist, Aerospace engineer, Optical engineer, weather presenter

You can find more ideas for paths in to careers in science at Terrific Scientific and also at First careers

 

SUPPORTING YOUR CHILD WITH SCIENCE

1. Be interested:

Ask your child about what they are learning in school and take an interest — find relevant books in the library or bookshop, do some research, brush up your own knowledge about the topic! Then you can have interesting conversations where you are both learning at the same time. You can find out what science topic they are covering each half term by looking at the parent map sent home at the start of each new topic (or by clicking on the overview link in the implementation section above).  Why not try some of the investigations and outdoor learning ideas suggested each half term on the homework grids too.

 

2. Take a trip:

Why not take a trip to a science museum, a zoo or an aquarium? These don’t necessarily need to be completely related to what they are learning about at school. Any visit can help their curiosity and engagement with science generally. Lots of zoos and museums also offer ideas and resources for learning

at home.

 

3. Make it personal:

Find out about famous scientists and research unique and exciting inventions up to and including the present day. Who knows, you may have the next Stephen Hawking or Marie Curie at home! Children will have a focus scientist linked to each of their science units. You could encourage them to find out more about their scientist.

 

4. Get hands-on:

Look up fun, practical science experiments you can do at home with everyday objects. For example: ‘What happens when you mix food colouring in milk?’ Then add washing up liquid and watch what happens. Anything where children can be hands-on and see the science happen in front of their eyes is guaranteed to be get them interested. You can find more examples on:

• Marvin and Milo DO try this at home
• The Science Museum for information, games etc.
• The Children’s University of Manchester Science pages
• Wow science for lots of great ideas and resources

 

READING IN SCIENCE

Nurturing a passion for science through reading is a key priority at Endeavour. Below are some examples which can create a sense of wonder and awe in children for the incredible world we live in.

Wizz, Pop, Bang!  Is a monthly science magazine packed with information guaranteed to catch every child’s imagination in science (subscription required).