Science

At Bywell, we believe that a high-quality science education provides the fundamental foundations for understanding the world. Our children will learn as scientists, where they will question and investigate. We strive to excite and engage children through our hands-on science curriculum, and extend their knowledge through application and reasoning, promoting endurance and collaboration throughout lessons.  It is our intention to develop in all young people a lifelong curiosity and interest in the sciences and for children to learn and grow together throughout their time at Bywell Junior School. When planning for the science curriculum, we intend for children to have the opportunity, wherever possible, to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. All children have the right to learn regardless of their background or ability in a safe, friendly and happy environment, this is something that in science all children are able to do.  As children progress through the year groups, they build on their skills in working scientifically, as well as on their scientific knowledge. They develop greater independence in planning and carrying out fair and comparative tests to answer a range of scientific questions, allowing them the opportunities to demonstrate Bywell core values of Peace, Endurance, Compassion, Justice and Friendship. The Science scheme of work ensures that children have a varied, progressive and well-mapped-out science curriculum that provides the opportunity for progression across the full breadth of the science national curriculum for KS2. Topics and progression are informed by the National Curriculum, with scientific skills taught alongside the knowledge.

• Science is taught weekly by class teachers (except in Autumn 2), giving pupils regular, meaningful opportunities to develop their understanding of scientific knowledge, methods and enquiry skills.
• The science subject leader ensures full coverage of the National Curriculum, and there is clear progression in knowledge and skills across year groups.
• Key learning is revisited throughout the year using science memory quizzes and retrieval activities to help embed knowledge in pupils’ long-term memory.
• Science learning walls are used in classrooms to display key vocabulary, concepts and working scientifically skills. These are referred to in lessons to support learning. Photographs of these displays are kept as evidence.
• The science lead and wider leadership team carry out regular book looks and learning walks to monitor consistency, progression and the quality of teaching and learning in science

• The science lead introduced the use of Widgit Online to create visual vocabulary support for learning walls and lessons. This strategy has been adopted across classrooms and is now evident on learning walls, supporting vocabulary development and inclusion.
• A Yorkshire Water workshop was arranged for Year 4, enhancing pupils’ understanding of the water cycle and supporting their learning in the Materials Children enjoyed this.
• The school invested in White Rose Education’s Science resources. These were trialled in Year 5 then shared across year groups, with particular value noted for supporting pupils with SEND.
• Memory quizzes were updated each term to ensure they reflect the curriculum content and help reinforce key scientific knowledge.
• To celebrate British Science Week, the school hosted engaging workshops led by Sublime Science, offering pupils opportunities to experience scientific concepts beyond the curriculum.
• Bywell’s first Science Fair was launched during Science Week, giving pupils the chance to present their learning and scientific investigations to their peers and families. The event was highly successful and well-received by both participants and visitors
• Pupil voice survey was carried out to determine whether children enjoy Science lessons, if they have an understanding of ‘working scientifically’, which scientific enquiry skills are taking place within lessons, what children enjoy most about their lessons and how they think Science lessons could be improved
• Results were incredibly positive. The majority of children enjoy learning about Science and agree that their lessons are fun.
• Data from pupil answers shows that there is a range of scientific enquiry skills taking place across school

• Most children say that they understand what it means to work scientifically
• Practical activities take place often which children enjoy and engage with. Comments from children show that practical activities during lessons are what they enjoy most
• Comments from children include:
• I like when we do experiments 🧪 and I really love to do the ones that my teacher does and they’re really really fun. Thank you miss for helping me with science. I really do love it your lessons most
• I like how fun they are, they’re great 👍
• I like that when we do a practical lesson the teacher explains how this happens and why
• It is fun because you get to participate
• I like the practical lessons
• I like doing partner work or fair investigations
• I like sharing ideas and lots of fun experiments
• My teacher makes them fun and is very good at explaining things
• Science is really fascinating
• I love science 🧬❤️❤️

• Continue to embed the effective use of science learning walls across all year groups. Learning walks showed these were used consistently and purposefully by staff and pupils. This focus should be maintained into the next academic year.
• Encourage staff to reflect on and provide feedback after teaching each science unit to help identify areas for improvement or adaptation.
• Provide opportunities for teachers to share their confidence in delivering science through questionnaires, which will inform future CPD and support from the subject lead.
• Continue to gather pupil voice regularly to gain insights into engagement, understanding, and how lessons can be improved.
• Use lesson observations and book looks to monitor the inclusion of ‘working scientifically’ skills across all year groups.
• Ensure practical activities are planned for and delivered consistently. Support staff in helping children understand what it means to work scientifically and experience a range of enquiry types.
• Review and update memory quizzes to ensure they remain relevant and effective. Record pupil responses in spreadsheets to monitor progress and identify gaps.
• Promote the use of White Rose Science resources across year groups, particularly to support SEND learners and challenge more able pupils.

• Carried out pupil voice survey which had overwhelmingly positive results. Children continue to enjoy Science, and feedback shows that children are covering a range of Scientific enquires via practical activities where possible. More than half of children said that most or all of their lessons contain a practical element.

Comments from children include:

• We get to do experiments.
• Experiments
• That we do experiments which are fun and trying new things out every lesson and sometimes when we don’t know what it means then by the end of the lesson I know what everything means
• They are fun and I like the experiments
• The practical lessons
• I like science because it is fun and you get to learn new things
• I like doing the end of the unit quiz
• I like my lessons because they are fun

• Science CPD on Working Scientifically was arranged by Science lead and delivered to all teaching staff via a webinar. Staff commented that they found it useful
• Science Week workshops have been booked and will take place in March
• Corridor displays have been updated with Autumn 1 learning showing clear evidence of the range of learning taking place across school
• A book look was also carried out and feedback given to each year group

• British Science Week was a great success, with families receiving daily Ping messages over eight days, each containing a different experiment to try at home. This encouraged children to explore their curiosity by asking questions about their observations, thinking critically about why experiments did or did not work as expected, and considering how they might approach things differently. A number of families shared photos and videos, showing excellent engagement.
• In school, children also took part in science workshops delivered by Sublime Science, which they thoroughly enjoyed
• During Spring 1, Year 5 trialled a new approach to subject knowledge quizzes, including the use of Widgit Online to support children with SEND. Feedback from both teachers and pupils was very positive: staff found the quizzes more effective, while children said they felt more confident and able to complete them more easily and independently. As a result, this approach has now been impemented across the school.
• A recent science book look highlighted a fantastic range of coverage of working scientifically objectives throughout the school
• It also showcased a wide variety of practical activities across all year groups, helping to keep science engaging and accessible for all pupils
• Staff have also fed back that White Rose Science is a valuable resource, particularly in supporting children with SEND