Science is taught in blocked sessions so that our children can immerse themselves in enquiry and contextualise their new knowledge.  We use regular sessions to revise the new learning so that they are regularly retrieving the taught knowledge and concepts, embedding these in their long term memory.  This enables them to make progress - know more and remember more.

Our pupils will form a a science schema* by:

• using concepts as the basis for schema. We call these threshold concepts; these are the big ideas which form the basis for the subject schema. In science the threshold concept is working scientifically. 

• strengthening the schema with knowledge. The knowledge comes from our topics. Within each topic are knowledge categories, the facets of the threshold concept that helps to strengthen the schema. The science  knowledge categories are biology, physics and chemistry.  Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand.  ‘Working scientifically’ is embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils seek answers to questions through collecting, analysing and presenting data. 

• further deepening connections through tasks. This is what is developed though our planning.  

*Schema – A subject schema is a way of organising knowledge in a meaningful way; it is an appreciation of how facts are connected and they ways in which they are connected. A schema is distinct from information, which is just isolated facts that have no organisational basis or links.