Science

Curriculum Leader: Mrs Leanne Kapka

Intent: The intent of the science curriculum at Pilgrim Academy is to ensure that every pupil has an excellent first experience of science. From a very early age, children are naturally curious and we believe that our teaching should nurture this curiosity and allow the children to ask questions and develop the skills they need to answer those questions. Our ambition is to encourage a passion for the sciences; develop confident, resilient investigators, who understand its application in past, present and future technologies.

At Pilgrim Academy, our children’s journey through the sciences begins in Early Years where we cover a number of scientific concepts under the strand of Understanding the World. Through play, exploring, creating, discussing and organised experiences, children are encouraged to identify similarities and differences between themselves and others (Biology), to discuss their observations of the environment around them, and to talk about changes that happen (Physics and Chemistry).

The children build on their early scientific skills through three broader categories in KS1 and KS2: life and living things (Biology), materials and their properties (Chemistry) and physical processes (Physics); with each category covering a range of concepts. Year on year, the children develop their scientific questioning, reasoning and enquiring. They begin to answer their own questions through planning, investigating and performing tests, which allow them to identify, observe, measure and report findings, ultimately ending in them coming to their own conclusions. This independence encourages discussions and debates as all of us see things from different points of view.

Immingham is lucky enough to host a multitude of local industries, many science-based, and where possible we try to make local links to support our future engineers, astronauts, teachers or even architects, who will all require a competent scientific skill set - an ability to take the initiative whilst planning and executing investigations, solving challenging problems and reporting their findings. The sciences are usually encompassed within topics across the year groups, but some lessons may require stand-alone teaching due to the nature of their complexities.

What approach do we take to teaching Science? Most curriculum subjects are taught through a thematic approach. For example, the theme topic may focus on Life in Ancient Greece; Around the World in 80 Days; The Animal Kingdom, amongst many other areas. Our medium-term plans then identify the following, where staff will ensure coverage and skills across the curriculum subject areas, including, where appropriate, Science – due to the nature of the subject, some Science will be taught separately, but links are made as and when appropriate:

  • Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?
  • Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?
  • Intent: What opportunities will there be to develop literacy and numeracy skills?
  • Intent: Cross-Curricular links: Which curriculum areas will be covered during this theme, developing cross-curriculum knowledge and skills?
  • Impact: What opportunities will be provided to assess the development of knowledge and skills?
  • Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
  • Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Alongside this, we use Milestones for teachers and Curriculum Leaders to monitor coverage and track progress across the curriculum, ensuring appropriate sequencing is in place. We use the milestones created by Chris Quigley Education, in conjunction with our thematic planning to ensure the children develop their knowledge and skills as they move from Early Years through to Key Stage 1 and 2. If you click on the tabs below, you will see the milestones for Early Years; Years 1 & 2; Years 3 & 4 and Years 5 & 6.

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Pilgrim Academy Principal

Andrew Clark BA.

Tollbar MAT Chief Executive

David J Hampson
OBE, BSc, BA.
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