Science

Science contributes to the Moor Hey curriculum by stimulating and exciting pupils’ curiosity and their interest in, and knowledge of, phenomena and events of the world around them.  Pupils are helped to understand scientific ideas, to appreciate how these contribute to technological change, and to recognise the cultural significance of science and the extent of its cross cultural acceptance. In short, Science supports our pupils to understand, explore and enjoy the world around them.

Intent

In order for pupils to explore and understand the world around them, Moor Hey Science Department intends to promote a sense of curiosity and excitement. Through studying the Science curriculum pupils will have the opportunity to gain a wide and rich knowledge and understanding of the world linked to real life scenarios. In addition to knowledge and understanding, pupils will be introduced to, and develop working scientifically skills which will not only help them to achieve in accreditation, but also to be able to produce and follow instructions, risk assess, interpret data and provide evidence for arguments. These are transferable skills which will help pupils in their future lives and careers.  

Children are taught to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes. We aim to ensure that the children develop a sense of passion and commitment to science, showing strong application and enthusiasm to learn more through scientific endeavour. We intend that children develop scientific enquiry skills and that they have a firm understanding of all topics covered within the curriculum. To develop pupil’s Scientific understanding, in addition to high quality science lessons at Moor Hey we aim to enrich the curriculum through organising additional activities and external visits, which enhance the curriculum.

Implementation

Early Years Foundation Stage

Within the Early Years Foundation Stage there are seven areas of learning where the theme of investigation and talking about what can be discovered run throughout, the children are encouraged to investigate what they have seen/discovered. Specifically pupils work through objectives within the ‘Understanding the world’ area of learning where they learn to explore and look after their environment. Through health and self-care the pupils also learn how to look after themselves, eat healthy and stay safe. Most of the science themes in the Foundation Stage are taught through a book for example learning about the lifecycle of a butterfly through the book ‘The very hungry caterpillar’.

Key Stage 1 and 2

In Key Stage 1 and 2 Science is taught twice each week in discreet lessons. Where possible meaningful links are made to the current class project and cross-curricular links are made with other subjects. The children are encouraged to develop their own appreciation of scientific ideas by answering their own questions, observing changes over time, grouping and classifying things and carrying out simple tests. Children are encouraged to be curious and ask questions about what they notice. The children are encouraged to begin to use scientific language to talk about what they have found. The principal focus of Science teaching in Key Stage 1 and 2 is to enable pupils to broaden their scientific view of the world around them and to develop a deeper understanding of the scientific skills needed. 

Key Stage 3

At Key Stage 3 there are 2 separate age appropriate pathways available to pupils. Pupils entering the formal curriculum provision study Wikid Science in which subject knowledge is linked to real life scenarios and job roles. The semi-formal pathway uses the Astra-Zeneca Scheme of work which facilitates for more sensory, experiential learning. Learners on both pathways develop their working scientifically skills throughout Key Stage 3.

Key Stage 4

At Key Stage 4 there are multiple pathways to enable all pupils to achieve accreditation. Pathways include AQA Pre-Entry Level Units, AQA single and double Entry Level Certificates and AQA GCSE Science Trilogy Double Award. Pupils are entered for the pathway which is most appropriate to them.

Enrichment

Each academic year the Moor Hey Science Department organise a STEM (Science, Technology, Engineering and Maths) challenge day.

 During this day secondary pupils participate in a whole school challenge, pupils work collaboratively to plan, design, budget, build and evaluate a structure to fulfil a purpose. In doing this pupils achieve their Crest Discovery Award. Primary pupils undertake 8 mini STEM challenges and in doing so achieve their Crest Star Award.

At Moor Hey we also organise other enjoyment and enrichment Science Days. Pupils are put into mixed age groups and partake in a carousel of activities focusing on a particular topic.  Where possible visitors are invited to come into school to share their expertise with the children and staff alike and to provide additional science-based experiences that we would otherwise find it difficult to provide. Recently we have enjoyed dinosaur and space themed days including a journey through the solar system in a space dome, a 360 o interactive dinosaur experience and dinosaur bone excavation.

Impact

Children will become self-motivated learners and will gain a conceptual understanding of all aspects of the science curriculum. Children will learn the skills needed to work like a scientist, because their teachers are confident practitioners who deliver an enquiry-rich curriculum with access to appropriate resources.

The Moor Hey School Science curriculum will continually develop and improve through the use of relevant CPD, developing, adapting and building upon the school’s current science curriculum and using assessment to influence planning and teaching. Importantly children attending the school will understand the relevance of science, they will feel confident to ask scientific questions and to investigate, as a result, pupils will be enthusiastic about science. This experience will impact positively on pupil’s social, emotional, spiritual and cultural development as well as their self-esteem and wellbeing.