Science

Implementation

To be successful with our intentions outlined above, the following has been implemented across the Pegasus Academy Trust:

• Establishing existing knowledge: each year group builds upon the learning acquired in the previous year, and at the start of each topic a ‘What I know’ lesson is implemented. Not only does this allow children to start a topic confidently, before developing and deepening their existing knowledge, it also allows teachers to identify and address any gaps or misconceptions. This progressive curriculum is adhered to in each year group, which ensures the children further their understanding and progression of skills.
• Progression of scientific skills: alongside our ‘Working as a Scientist’ skills progression document, clear year-group skills are also outlined in bespoke investigation sheets. These are deigned to consolidate and build upon a child’s knowledge. All teachers receive INSET training on how to implement these skills in their year groups.
• Understanding of scientific vocabulary: the Freyer Model is employed for teaching scientific vocabulary, which allows children to understand the word fully and contextually. A glossary of these words is kept and referred to, throughout the year, for revision purposes.
• Ensuring that EVERY child accesses the curriculum: the curriculum can be adapted to match all pupil’s needs. Individual year groups plan to suit the needs of their children including resourcing materials and using support.
• Delivering fun, practical, and engaging lessons: where possible, lessons are built around real life opportunities. Children are encouraged to discuss and seek out questions for themselves before using their scientific skills to answer them.  Alongside these practical lessons, every year group has at least one educational science visit per year, which enriches and enhances the children’s learning experiences. A ‘Science Week’ within the Trust occurs every 2-3 years and is designed to promote and maintain the profile of science. Children are given a theme and a box of resources and are free to explore a topic for the whole week.
• Providing regular CPD and INSET training for teachers: ensuring that teachers within the Trust receive regular development means that the lessons provided are of the highest quality. CPD from within the Trust and via The Royal Institute has ensured all teachers within the Pegasus Academy Trust have gained confidence in their own teaching of Science.
• Recognising cross-curricular links: Science is not a stand-alone subject but instead permeates into many other areas such as maths, computing and PSHE. Crossover lessons are great opportunities for situating science in the wider world.
• Continuous assessment and review: To ensure that the curriculum is being delivered effectively, and teachers are successfully implementing it, regular ‘Book Looks’ and pupil interviews are conducted within the Trust by a highly knowledgeable ‘Science team’. Any issues or misconceptions are discussed, and action plans are created and agreed to resolve any issues. Individual teachers use a standardised assessment form to monitor and record their assessments of their own pupil’s knowledge of the subject areas. End of unit quizzes are employed as a fun and engaging way to recap learning, while also providing a useful additional assessment tool for teachers.