Science

What is 'science'?

According to The Science Council:

“Science is the pursuit and application of knowledge and understanding of the natural and social world following a systematic methodology based on evidence”.

Within the school context, science knowledge is split between the three main fields of:

Biology - the study of life, with reference to the structure, function, growth, origin, evolution and distribution of living organisms.
Chemistry - the study of matter, its properties, how and why substances combine or separate to form other substances.
Physics - the study of energy, defining the most fundamental measurable quantities in the universe and finding relationships between them.

Why do we study science?

In the words of the 2014 National Curriculum:

"A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes."

What are our intentions?

At Cranborne Middle School, our intent is to give all pupils a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of science, today and for the future.

How do we achieve this?

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our mastery approach to the teaching and learning of science involves:

A clear and comprehensive programme of study is used in accordance with the requirements of the 2014 National Curriculums for KS2 and KS3, that supports the 5-year AQA KS3/4 programme of study used in our main upper schools.

Topics are sequenced by the subject leader to interlink and build upon the learning and enquiry skills developed from previous years. Sequential learning enables pupils to gain a greater understanding of subject knowledge and improved retention of key concepts. By reflecting on and linking prior learning, pupils will become enquiry-based learners.

Teachers demonstrate how to use scientific equipment, and model key skills within the scientific enquiry process, in order to embed scientific understanding. Enquiry process skills are embedded into lessons to ensure these skills are being developed throughout the pupil’s school career.

Pupils are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. As the pupil’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
Teachers deliver engaging lessons, using high-quality resources and models to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and assess children regularly to identify those children with gaps in learning, so that all children keep up.
Scientific vocabulary is introduced through direct teaching and used consistently in all lessons. Pupils have access to key language glossaries to develop their understanding and support their application in written, mathematical and verbal communication.

CMS Curriculum Map
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Science

​What is 'science'?

Why do we study science?

What are our intentions?

How do we achieve this?

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What is 'science'?