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Science
Return to Areas of LearningAt Thomas Bewick School, we aim to provide pupils with the opportunity to understand the world around them, by learning about themselves and their environment. Using guidance from the EYFS framework and the National Curriculum, we have developed a high-quality science curriculum that is both relevant and engaging. We want our pupils to explore scientific theory and recognise how it relates to the real world. Providing opportunities to actively explore and experiment will allow pupils to gain understanding and build upon their scientific knowledge and skill. Active learning will also facilitate the development of interpersonal communication and self-advocacy, and will contribute to enhancing the self-esteem of our learners, ultimately benefiting the development of the whole child.
The science curriculum is delivered through block teaching and continuous provision; methods which have been proven to promote engagement as they allow pupils more time to practice skills and reinforce knowledge, allowing for deeper, sequential learning. Following objectives from national frameworks allows us to offer a broad and balanced curriculum, characterised by progressive steps that allow pupils to build upon their understanding at their own pace, thus recognising and responding to the diverse learning needs and abilities of our pupil population.
Science progression routes at Thomas Bewick School
Pathway |
Working towards |
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Engagers |
Steps into Independence |
Understanding the world/The Natural World Early Learning Goals (0-3 years) |
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Explorers |
Understanding the world/The Natural World Early Learning Goals (3-4 years/Reception) |
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Discoverers / Post 14 Steps into Work |
National Curriculum Years 1-6 |
ASDAN Transforming Aspirations |
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KS3 Entry level Triple Science award/ KS4 Foundation Biology GCSE |
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Steps into Independence |
ASDAN Personal Progress ASDAN Realising Aspirations |
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Steps into Work Post 16 |
ASDAN CoPE Level 1 ASDAN Personal and Social Development Level 2 |
Science is delivered through termly projects or continuous provision. For EYFS, Engagers and Explorers, the curriculum has been designed to be hands-on and explorative to help pupils develop their natural curiosity, and to allow for scientific concepts and new vocabulary to be learned through play, exploration and staff modelling.
For Discoverer pupils who are ready for a more formal approach to learning, our aim is to develop scientific knowledge and critical thinking through the investigation of a variety of concepts, ideas and topics. Through scientific learning, we want our pupils to enjoy science and to find lessons fun and interesting, to ‘have a go’, to develop their resilience and to build an awareness of personal safety. Pupils will be given opportunities to learn about new concepts, to work scientifically to test theories and to conduct experiments themselves.
Engagers, Explorers, and Steps into Independence
For pupils accessing an engager, explorer or steps into independence pathway, the science curriculum reflects the key principles of the EYFS framework. Teachers use progressive steps from the Thomas Bewick Learning Journal to help pupils develop scientific skills and knowledge at a developmentally appropriate level. Science objectives will cover learning across working scientifically and the three scientific disciplines: biology, chemistry and physics.
Understanding the World |
Engager and Explorer pupils will be working through these steps. (*Pupils following the Steps into Independence pathway (KS4 and Post 16) will have scientific study incorporated into the ASDAN programmes that are taught)
1.1- Repeat actions that have an effect. 1.2- Explore materials with different properties. 1.3- Explore natural materials, indoors and outside. 1.4- Explore and respond to different natural phenomena in their setting and on trips
2.1- Use all their senses in hands-on exploration of natural materials. 2.2- Explore collections of materials with similar and/or different properties. 2.3- Talk about what they see, using a wide vocabulary. 2.4- Explore how things work. 2.5- Plant seeds and care for growing plants. 2.6- Understand the key features of the life cycle of a plant and an animal. 2.7- Begin to understand the need to respect and care for the natural environment and all living things. 2.8- Explore and talk about different forces they can feel. 2.9- Talk about the differences between materials and changes they notice.
3.1- Explore the natural world around them. 3.2- Describe what they see, hear and feel whilst outside. 3.3- Recognise some environments that are different from the one in which they live. 3.4- Understand the effect of changing seasons on the natural world around them. |
Pupils will be given repeated exposure to new experiences to help reinforce their learning. Staff will model techniques and repeat new vocabulary to strengthen their awareness of scientific language. Pupils will have structured play, where they are provided with support to understand new and familiar substances, mixtures and natural resources, in and outside the classroom.
More advanced science objectives from the Thomas Bewick Learning Journal will be introduced when it is appropriate for each pupil, when previous steps and basic scientific concepts have been learned and retained. Our aim for explorer pupils is for them to continue working towards the Early Learning Goals. Opportunities to explore new concepts will be incorporated into continuous provision, whereby pupils will have a chance to experience new stimuli, develop their own knowledge and skills, and build resilience to support future learning. Science objectives will cover learning across working scientifically and the three scientific disciplines: biology, chemistry and physics.
Pupils and students following the Steps into Independence pathway will access the ASDAN Personal Progress (KS4 and Post 16), ASDAN Exploring Aspirations (KS4) and ASDAN Realising Aspirations (P16) programmes.
The ASDAN Personal Progress programme is underpinned by the four key Preparing for Adulthood themes:
- friends, relationships and community
- employment
- good health
- independent living
Science is incorporated into units of work which cover the following
- organisation and following instructions
- careful planning
- task prioritisation
- health and safety at work
- caring for the environment
- personal care and health
- engaging with the world
The ASDAN Realising Aspirations programme accessed by students in Post 16 is also underpinned by the four key Preparing for Adulthood themes, and science content includes
- enterprise project
- safety awareness
- healthy lifestyle choices
- functional skills for employment
- being an active citizen
- exploration of the world around them
- work experience opportunities
Discoverers and Steps into Work
Pupils and students accessing the Discoverer and Steps into Work pathways will participate in termly topics. Teaching and subject content reflects the primary National Curriculum programme of study for science and will be appropriate to each pupil’s level of scientific understanding. Lessons will be suitably differentiated to meet the needs, interests and learning styles of each pupil. This supports better engagement and aims to develop a sense of enjoyment in science. In science lessons, we try to make real life links to the world through a variety of exciting, practical and relevant projects.
The Primary National Curriculum Programme of Study for Science
DISCOVERER PATHWAY STEPS INTO WORK (KS4) |
Subject strand |
NC Y1 |
NC Y2 |
NC Y3 |
NC 4 |
NC 5 |
NC 6 |
Biology |
Plants |
Plants |
Plants |
Living things and their habitats |
Living things and their habitats |
Living things and their habitats |
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Animals including humans |
Animals including humans |
Animals including humans |
Animals including humans |
Animals including humans |
Animals including humans |
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Living things and their habitats |
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Evolution and inheritance |
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Chemistry |
Everyday materials |
Use of everyday materials |
Rocks |
States of matter |
Properties and changes of materials |
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Physics |
Seasonal changes |
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Light |
Sound |
Earth and space |
Light |
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Forces and magnets |
Electricity |
Forces |
Electricity |
In addition, pupils will also access learning linked to the primary ‘working scientifically’ National Curriculum programme of study
Working scientifically programme of study of the National Curriculum |
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KS1 – Yr1 and Yr2 |
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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Lower KS2 – Yr3 and Yr4 |
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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Upper KS2 – Yr5 and Yr6 |
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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KS3 Discoverers and KS4 / P16 Steps into Work
Throughout their time in the secondary phase, pupils will access scientific study through a range of accredited programmes such as the ASDAN Certificate of Personal Effectiveness (CoPE) and ASDAN Personal and Social Development, all of which are underpinned by the four key Preparing for Adulthood themes:
- friends, relationships and community
- employment
- good health
- independent living
KS4 pupils and Post 16 students will participate in projects throughout the academic year linked to the themes above, and will receive a certificate for successful completion of each project.
The ASDAN CoPE programme includes units in the following areas, which lend themselves well to incorporating scientific study:
- Introduction to Working with Others (in a team)
- Introduction to improving own Learning and Performance
- Introduction to Problem Solving
- Planning and Carrying out a Piece of Research
- Communicating Through Discussion (in a group).
- Planning and Giving an Oral Presentation
Post 16 students on this pathway will also follow the ASDAN Personal and Social Development programme, which promotes the acquisition of functional scientific knowledge through topic themes which focus on life skills, independence and employability.
The ASDAN Personal and Social Development programme includes units in the following areas, which lend themselves well to incorporating scientific study:
- Community action
- Healthy living
- Preparation for work
- Making the most of leisure time
- Environmental awareness
- Using technology in the home and community
- Personal safety in the home and community
- Working as part of a group
On the Steps into Work pathway, KS4 pupils and Post 16 students will also participate in work experience with The Hextol Foundation. Here they will gain hands on work experience whilst learning to care for the environment, and when working outdoors on the school grounds, pupils and students will also learn about scientific concepts such as agricultural preparation, health and safety, planting and cultivation of produce and sustainability.
Subject Documents |
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Science Progression Map |