Science
To ensure that our science curriculum not only meets the statutory requirements of the National Curriculum but also inspire and nurture a lifelong curiosity in our students, we have adopted the White Rose Science Scheme of Learning. This delivers high-quality science across both schools and aims to create scientists who love learning about the world we live in. At Broughton, We want to encourage curiosity, awe and wonder in our children which results in them asking questions and investigating to discover the answers.
Our Curriculum
At Broughton, our science curriculum is broken down into easy, logical steps. Each unit of learning is taught at the most opportune times of each academic year. For example, Seasonal Changes is studied in Year One across the academic year, enabling pupils to apply their knowledge and skills to all seasons. Likewise, Plants is always covered within the Summer term for Year One, Year Two and Year Three, to ensure pupils are able to enjoy their learning outside the classroom for these units. This enables pupils to revisit and apply their new skills, ensuring that knowledge and skills stick.
Our curriculum overview shows when all of our units are taught in each year group. Our progression map shows how skills and knowledge are built upon year by year and how these skills develop to ensure that attainment targets are securely met by the end of each key stage.
Working Scientifically is at the heart of science and therefore runs through all strands within all year groups. Practical investigations and opportunities to develop core working scientific skills are carefully planned into each year group in a progressive and exciting way. This ethos was a large factor for us when considering a science scheme to implement within our school: White Rose Science specifically includes enquiry questions for each unit and ensures practical activities are possible in every lesson throughout each year group. We want our pupils to have experience of planning and carrying out scientific enquiries independently or in groups. By teaching through a hands-on approach, children are actively participating, rather than being an inactive audience. This helps them to experience scientific concepts first hand and provides them with opportunities to prepare for secondary school and later life.