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Vocabulary is V.I.T.A.L in Science
Valued
We value vocabulary in Science and in everything we do.
Identified
Scientific vocabulary is identified by the Science subject leader and is explicitly planned for.
Taught
Vocabulary is explicitly taught in every lesson. Our crown planners are used as a teaching tool for key scientific vocabulary and the science medium term plans include additional vocabulary to be taught.
Applied
Once vocabulary is taught, it is applied. Children apply their vocabulary in their speaking and listening, writing and assessment outcomes in Science.
Learned
Vocabulary is revisited and relearned. Vocabulary sticks in the children’s long-term memory. Lesson by lesson, year by year, children revisit and relearn key scientific vocabulary.

Through an ‘explosion of experiences’, our youngest scientists are exposed to the foundations of their scientist learning. Carefully planned scientist knowledge, skills and experiences are provided for our children. High quality books, stories and rhymes are the beating heart of our science curriculum in EYFS. Scientific vocabulary is planned for. Staff are role models in demonstrating scientific vocabulary and this is further enhanced in our excellent provision. The foundations of scientific learning in EYFS is linked to Year 1 and beyond.
Year 1 to Year 6
Year on year, children will build upon their scientific knowledge, skills and vocabulary. The curriculum leader and science subject leader have created a meaningful, sequential learning journey through science. Careful curriculum thinking and planning ensures that our children have the subject knowledge and components embedded in their long-term memories.

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Pedagogy

Both our staff and children are enthusiastic about science. Through ongoing CPD, we strive to ensure our teachers have expert knowledge of the science they teach. Our pedagogy is firmly based upon our curriculum intent of embedding concepts into long-term memory so that they are able to be recalled, to ensure substantive and disciplinary knowledge and skills can be applied fluently.
Our ‘Queen’s Park Quality First Teaching’ model ensures that lessons are effectively sequenced so that new knowledge and skills build on what has been taught before and towards defined end points.
We firmly believe that all children should have full access, including those with additional needs, to our science curriculum therefore lessons are scaffolded where appropriate in order to meet the needs of all our children
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The sequence of lessons across science follows the same structure:

Each lesson, within the sequence, follows the structure so prior knowledge is constantly revisited and transferred to long term memory.

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Our Crown Planners support our children with vocabulary and key knowledge for each unit of work. They enhance children’s understanding of key concepts, present information clearly and promote appropriate discussion.
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