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At Broad Oak, it is our intention to teach Science in alignment with our core values.


We endeavour to have a positive attitude towards all learning opportunities in all aspects of Science, including scientific knowledge and conceptual understanding, nature, processes and methods of science and uses and implications.


We strive to be responsible for the actions that we take at all times. We aspire to develop a natural curiosity, to develop an understanding of the world and our essential enquiry skills. We aim to behave as scientists of our futures as we build our understanding of the value and place science has in our lives.


We aspire to do what is right even when we are faced with fears. We will endeavour to have the courage to make the right choices, to explore ideas, to ask relevant questions about the world around us and scientific phenomena. We will have the courage to make our own decisions about the most appropriate type of scientific enquiry we might use, to make predictions, to challenge observations and to suggest further questions based on conclusions.


We work hard to overcome obstacles in order to reach goals and support others. We will strive to develop our determination when encountering abstract ideas and when recognising that scientific ideas change and develop over time.


We demonstrate an enthusiastic approach to all our learning, promoting the importance of taking part and taking pride in our achievements. We will have a positive attitude to all challenges in order to improve our skills and become reflective learners.


We work together to ensure that friendship is at the heart of all we do, fostering a caring and supportive environment in order for us to achieve a secure sense of belonging through all our relationships.


We aim to keep on trying and recover successfully when things become difficult, accepting that scientific ideas change and develop over time as we gain a deeper understanding of a wide range of scientific ideas.




At Broad Oak, we use the RS ‘Switched on Science’ scheme of work as a basis for our Science curriculum. It provides full coverage of the programme of study contained within the National Curriculum. This ‘spiral’ scheme of work that runs through KS 1 & 2 is organised into thematic half termly units- each unit comprising of approximately six lessons, meaning that pupils receive weekly science teaching.

Each unit of work begins with an elicitation of prior knowledge, the outcomes of which are used to shape and adapt future learning. Each lesson in the unit has a clear objective, and the skills, knowledge and concepts in focus are outlined clearly, forming a coherent and progressive programme of work.

The contexts for learning in science are meaningful, ensuring that pupils relate the science they are learning to their own lives as well as the wider world. Independence and curiosity is promoted as pupils are encouraged to ask and answer their own questions and make their own decisions on their own enquiries.




Pupils have regular opportunities for ‘hands on’ practical activities as well as opportunities to think about or research scientific ideas or skills. The practical science enquiry activities include opportunities for observation, fair testing, identifying and classifying, researching and pattern seeking.

Key scientific vocabulary is taught explicitly and pupils are encouraged to use it appropriately when communicating their scientific ideas and understanding verbally or in writing.




Pupils’ knowledge and skills are developed through a series of planned learning experiences which build on previous knowledge and understanding. The expected outcomes at the end of each lesson, or unit of work, are used as the basis for assessment in both subject knowledge and working scientifically. Assessing pupil’s progress is made using strategies in a variety of contexts, including: written outcomes, direct observation, questioning and speaking and listening activities. Pupils’ achievement and progress towards these expected outcomes is recorded electronically using the ‘Educater’ system. This information is used formatively for planning future lessons and summatively in monitoring standards and the impact of curriculum implementation. To complement teacher assessment, self and peer evaluation is also used to develop pupil’s ability to reflect on their own learning.

Pupils have regular opportunities for applying the skills of ‘Working Scientifically’ in the context of problem solving activities. In order to further embed their ideas and skills, pupils also have opportunities to apply their learning in a variety of contexts.








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