Science

At SJC Federation, we aim to establish passionate scientists who think and work scientifically. We are committed to providing every child with a high-quality science education, alongside the provision of a range of experiences which aid pupils in gaining a coherent knowledge and understanding of science in the world around them. We inspire and support our children’s high aspirations, regardless of their backgrounds, by arranging link ‘real-life’ scientists for each of our topics, including those who live and work in our city.

As a federation, we are proud to deliver a science curriculum which is as ambitious as the National Curriculum following key programmes of study, and is purposefully designed and sequenced to equip children with the knowledge and skills needed in preparation for their future learning and employment. Science at SJC federation is designed and adapted to meet the needs of all pupils, including those with SEND. Our science curriculum is relevant and bespoke to the children at our federation as it draws on the wealth of scientific backgrounds and institutions in our local area. Furthermore, we strive to link topics to our text-based curriculum, allowing children to gain an insight into valuable background knowledge, vocabulary and relevant imagery when studying a particular topic.

Science at our federation is carefully mapped, allowing for progression on a child’s journey from EYFS to year 6. Beginning in EYFS, we foster children’s interests through a play-based curriculum, thus deepening their understanding of Cause and Effect and awakening their wonder of The Natural World. Continuing on their journey through school, skills, knowledge and scientific vocabulary are taught sequentially, allowing learners to progress and consolidate learning year-on-year. Through building up a body of key foundational knowledge and concepts, we encourage pupils to recognise the power of investigation and explanation in order to develop a sense of excitement and curiosity about the world around them by working scientifically.

We celebrate the city we live in by building and maintaining links with local schools, specialists and universities. We promote science within our city of Manchester by organising science visits in our local area and celebrating the successes of our city in the field of science. We recognise the diversity and the importance language across our federation. Vocabulary and abstract terms are taught across the curriculum through practical activities, discussion and through texts. At our federation, children are immersed in subject specific vocabulary and accurate use is encouraged in all subject areas.  

Purpose of study

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 and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims The 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.

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.