Science Narrative

A quality science curriculum will support children in gaining a fascination for – and understanding of - the world around them. Children will become curious about our planet and gain a desire to learn more about the physical and natural phenomena to be found both there and in the wider universe.

Our classes will learn about: the physical laws and principles which have shaped our world and maintained the systems found therein; the chemical processes and concepts controlling all forms of matter; the diversity and inter-relatedness of all living things, with particular emphasis on the life processes which are essential to the maintenance and health of the human body. They will learn about the effects that science has on our everyday lives and will develop a sense of responsibility for the care of our world, recognising how an understanding of science is essential in the preservation of our natural and human environments and of how resources can be managed sustainably.

The following high dividend concepts have been identified as part of the NPAT science curriculum: Energy, Forces, Matter, Earth and Space, Life, Evolution. These will form the ‘Big Ideas’ through which all science will be taught.

The curriculum has been carefully sequenced to ensure a progression in substantive and disciplinary knowledge and to reveal the interplay between them. Children will obtain a solid understanding and knowledge of the key scientific concepts, laws, theories and models of science as well as the knowledge of the practices of science. This is a knowledge-rich science curriculum. The content is specified in detail and is taught to be remembered, not just encountered. Disciplinary knowledge - in the form of Enquiry (and the associated investigative skills) - is embedded within the most appropriate substantive context. Teachers will make explicit reference to prior learning and planning will identify relevant links throughout the curriculum:

• Horizontal links will be made where knowledge and understanding are built upon over the course of the academic year. E.g., Where observation over time is identified as a key concept (such as in Year 3, where animals including humans is revisited at four points throughout the academic year including addressing teachings from KS1 )

• Vertical links will be made where knowledge and understanding are built upon from previous science units. E.g., In Year 6, the Light unit will build upon knowledge and understanding from the Year 3 units including Light and Shadows; likewise, in Year 4, the Digestive System lessons will make direct references to the Nutrition lessons covered in Year 3.

• Diagonal links will be made where knowledge and understanding are built upon across the wider curriculum. E.g., links between science and geography - such as Environmental Change (Science) with Rainforests/Deforestation (Geography) and Rocks, Soils and Fossils (Science) with Volcanoes (Geography).