Ashpark Primary School

Curricular Position Statement – Science

Healthy         Hardworking       Caring          Kind

Why Science?

Learning in Science will enable children and young people to:

• Develop their curiosity and understanding of the environment and their place in the living,

material and physical world

• Demonstrate a secure knowledge and understanding of the big ideas and concepts of the

sciences

• Develop skills for learning, life and work
• Develop the skills of scientific inquiry and investigation using practical techniques
• Develop skills in the accurate use of scientific language, formulae and equations
• Apply safety measures and take necessary actions to control risk and hazards
• Recognise the impact the sciences make on their lives, the lives of others, the environment and

on society

• Recognise the role of creativity and inventiveness in the development of the sciences
• Develop an understanding of the Earth’s resources and the need for responsible use of them
• Express opinions and make decisions on social, moral, ethical, economic and environmental

issues based upon sound understanding

• Develop as scientifically-literate citizens with a lifelong interest in the sciences
• Establish the foundation for more advanced learning and future careers in the sciences and the

technologies.

 

What Learning and Teaching Approaches are used?

At Ashpark Primary, we promote high quality learning and teaching in Science.  Staff plan challenging and engaging learning experiences which motivate and sustain the interests of learners across the school.  Effective learning and teaching includes:

• Active learning to allow children to observe, experiment, experience and play.
• Using relevant contexts for learning to motivate and engage children.
• Appropriate and effective use of technology
• Building on the principles of Assessment is for Learning
• Collaborative and independent learning
• Discussion and informed debate
• Interdisciplinary learning experiences
• Learning outdoors, field trips, visits and input by external contributors.

How do children progress through Social Studies?

Teachers at Ashpark use the school’s own progression pathway and progression overview to create discrete planners in Science. From August 2023, class teachers will use the Glasgow City Council Programme of Study when planning, teaching and assessing Science across the school. This progression pathways ensures breadth and depth of learning across Early, First and Second Levels. Learners will develop knowledge and skills through focussing on the key organisers of:

• Planet Earth
• Forces, Electricity and Waves
• Biological Systems
• Materials
• Topical Science

The organisers recognise the special contribution made in Biology, Chemistry and Physics as the core aspects of Science.  At Ashpark, we encourage teachers to focus Topical Science on local contexts as well as national and international projects. Class teachers use this framework to provide children and young people with opportunities for effective interdisciplinary working, by making connections across and between subjects.   Experiences and Outcomes are bundled to ensure relevance and coverage across each level of Curriculum for Excellence.

How are skills developed in Science?

At Ashpark, the development of skills is an essential aspect of learning in Science and the Experiences and Outcomes provide frequent opportunities for applying these skills in new and more complex contexts.  Through the Science Programme at Ashpark Primary, children and young people will develop skills including:

Planning and designing scientific investigations and enquiries. Exploring and observing through science. Asking questions arising from science activities. Making simple predictions of what might happen. Making suggestions about what to do to answer the selected question. Carrying out practical activities within a variety of learning environments. Discussing obvious risks and taking. appropriate steps to protect themselves and others. Using their senses to acquire information. Measuring using simple equipment and non-standard units. Analysing interpreting and evaluating scientific findings. Presenting and sorting data/information, for example, using displays, photographs, simple charts and drawings. Providing oral descriptions of what was done and what happened.

Recognising similarities, patterns and differences in the findings and linking these to the original question. Discussing, with support, how the experiment might be improved. Relating findings to everyday experiences Identifying and discussing new knowledge and understanding. Presenting scientific findings. Communicating findings to others verbally and through drawings, photographs, displays and simple charts. Responding to questions about their investigation. Demonstrating natural curiosity and showing development of basic skills of analysis in simple and familiar contexts. Demonstrating creative thinking by offering suggestions and solutions to everyday problems. Demonstrating reasoning skills by explaining choices and decisions.

How do we assess Science?

At Ashpark, assessment in Sciences focuses on learner’s knowledge, understanding and skills in their studies of: Planet Earth, Forces, Electricity and Waves, Biological Systems, Materials and Topical Science.

The purpose of assessment in Ashpark Primary is:

• To identify pupils’ strengths, attainments and development needs
• To decide on the next steps
• To provide effective feedback to pupils in order to move learning forward
• To allow effective reporting

In all classes, teaching staff use the Write, Say, Make or Do approach to allow learners to demonstrate their learning within Science.

 

Staff at Ashpark assess pupil’s learning formatively within lessons using a wide range of strategies. Pupil’s learning is recorded digitally, in subject jotters and is shared more widely on platforms such as Seesaw and X (formerly Twitter). During session 23/24, our DLOL will be trialling recording assessment on ‘Showbie’ in the form of a learning journal.  Teachers create a yearly floorbook where each subject will be celebrated throughout the year; including pupil voice. Pupils also select pieces of HWB work they are proud of and keep these in their black assessment folders.

Using this evidence and teacher professional judgement, teachers will make informed decisions using the Social Studies Benchmarks about whether a learner has:

• Achieved a breadth of learning across the knowledge, understanding and skills as set out in the experiences and outcomes for the level
• Responded consistently well to the level of challenge set out in the experiences and outcomes for the level and has moved forward to learning at the next level in some aspects
• Demonstrated application of what they have learned in new and unfamiliar situations in order to achieve a level in Social Studies.

What is the link between Science and other areas of the curriculum?

Science experiences and outcomes encourage links with other areas of learning to provide learners with a deeper, more enjoyable and active experience. Teachers offer Relevance and Coherence in learning through engaging with Higher Oder Thinking skills during learning experiences. Teachers highlight links across the curriculum by bundling experiences and Outcomes to meet learner needs. Literacy and Numeracy skills play a key role in the teaching and learning of Science including. In numeracy, data recording, handling and interpreting is often developed alongside transferable problem-solving skills. In Literacy, children will be involved in report writing, presenting their findings and reading strategies such as predicting.

What key resources are used to support learning and teaching?

The key resources used throughout the school include:

• Glasgow City Council’s Science Curriculum Framework
• CfE Science Benchmarks
• CfE Science Experiences and Outcomes
• Glasgow City Council Science Curriculum Framework/Progression Pathway