At Wolfson Hillel, our vision for science is to nurture a generation of curious, engaged and thoughtful young scientists who are equipped with the skills and knowledge to excel in secondary school and to become adults who contribute positively to wider society. Our science curriculum fosters a deep love of learning and encourages students to solve problems and to explore the world around them by applying scientific skills learnt in the classroom. Guided by the National Curriculum, we focus on key content that will form the foundations for understanding the world through the specific disciplines of biology, chemistry and physics, as well as the development of working scientifically skills by providing pupils with a hands-on, practical and discovery-centred approach. We aim to inspire our pupils to explore natural phenomena in the world, understand the interconnectedness of living and non-living systems, appreciate the importance of sustainability and take ownership of the role they play in preserving and improving the world for future generations.
Science is delivered through a carefully planned, knowledge-rich curriculum, designed around key concepts and is structured to ensure progression across biology, chemistry and physics. The key concepts are organised into carefully sequenced units, which are aligned to the National Curriculum, which enable pupils to build on prior learning and develop secure, long-term understanding.
Lessons, which are delivered weekly in Years 2 to 6 and in one-week blocks in Year 1, are underpinned by a consistent approach and include: retrieval practice, guided practice and explicit instruction. Teachers use precise and lean explanation, modelling and targeted questioning to secure understanding and promote disciplinary thinking.
Tasks are designed deliberately to provide the opportunity for pupils to practise, apply and deepen their science knowledge. Pupils are expected to engage actively in their learning, articulate their thinking using subject-specific vocabulary and respond to feedback in order to improve. Working scientifically skills are explicitly integrated into the curriculum and are threaded through each unit. Each unit builds on the next, with pupils developing their ability to enquire, observe, and draw conclusions through purposeful practical experiences.
The curriculum is inclusive and representative; it exposes all pupils to a range of scientists and contexts, ensuring children are exposed to range of world views. The key concept of sustainability is threaded throughout the curriculum in order to ensure the pupils understand their role in protecting the environment and are equipped to make informed, responsible choices as global citizens.
The science curriculum is structured around key concepts that are revisited and developed over pupil’s science learning journey; this enables pupils to embed key knowledge and skills within secure schemata and allows them to connect any new learning with their existing knowledge.
Each unit begins with a pre-unit quiz to identify prior knowledge and any misconceptions. This informs teacher planning, which is responsive to pupil needs, and ensures that teaching is closely matched to pupils’ starting points.
Formative assessment is integral to teaching. Teachers continually check for understanding and adapt instruction to address misconceptions, consolidate key knowledge and ensure that all pupils move through the curriculum successfully. Each lesson is supported by a structured marking sheet, enabling teachers to identify pupils who require additional support and to adapt subsequent planning in response to identified gaps in understanding.
