Scientist

Being a Scientist at Filton Avenue 

Intent

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. 

The aims of being a Scientist are:  

  • To develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics 
  • To develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them 
  • To be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future 

Where does it come from?  

Being a Scientist is integrated into our curriculum through an enquiry-led, local learning approach. This approach recognises that the cognitive maturity of learners affects what and how they learn. It encourages learners to be a Scientist and develop their disciplinary knowledge as well as their substantive knowledge of scientific concepts. 

Implementation  

What does being a lead Scientist entail?  

  • Provide encouragement and ideas to staff across the school. Know when Scientist enquiries are happening and speak with the relevant year groups.  
  • Ensure visits and experiences are carried out and provide support regarding this.  
  • Monitor content, progression and enquiries and be mindful of coverage ‘v’ skill acquisition.  
  • Support with the development of skills and knowledge progressions.  
  •  Lead staff training sessions.  
  • Drive the development of being a Scientist, sharing best practice.  
  • Evaluate being a Scientist and complete a Deep Dive analysis.  
  • Ensure enquiry planning and floor books (or alternative evidence) are sufficient to effectively represent the state of being you lead.  
  • Lead a group of children to be “Champions” for the subject and use this group to gather different voices across the school.  
  • With the State of Being Champions, create an annual newsletter for your state of being, which is sent to families and shared on our website and other social media channels. This should celebrate learning, create aspiration and centre children in current affairs for that state of being.  
  • Working closely with these Champions, have a strong focus on developing pupil voice, ensuring our pupils know their thoughts are valued and providing evidence of the positive impact of our curriculum.  
  • Lead being a Scientist in line with the school improvement plan and curriculum action plan so that you are sensitive to, and understand how, whole school improvement has to be considered strategically in order to have the best effect and not overwhelm staff.  

What is ‘covered’?  

Essentially, a Curious-city curriculum uses the National Curriculum 2014 areas as a basic foundation of entitlement. However Curious-city is much more than that. It is localised, real-life and challenges learners to apply their learning in unique ways without the support of adults to prove what they have learnt. Local companies, charities, organisations, individuals and objects are used as foci to enhance and instill a sense of curiosity, pride and stewardship.   

Impact  

How is Being a Scientist monitored and assessed?  

Every term, Being Champions meet as a team (the Enquiry hub) to discuss and share what they are seeing and hearing and, working as a team, help to review the school’s curriculum and contribute to the Enquiry action plan.   

Twice a year, Being Champions work with the Enquiry leads to review floor books and enquiry books to ensure coverage and progress across the school for their state of being.   

As there is no requirement to formally report attainment of Science, Being a Scientist is assessed through monitoring how a learner responds to enquiries and whether they show a particular enthusiasm and disposition towards it, or, if they constantly needed support in order to access it. This information is recorded on the Enquiry crib sheets which are kept and used for report writing towards the end of the year. These are then passed on to the next teacher to use to support future learning.   

National Curriculum coverage linked to our enquiries

If you want to be a Scientist at home, try looking at these websites:

Year-1-plants-Knowledge-organiser.pdf

Year-1-materials-knowledge-organiser.pdf

Year-1-seasons-knowledge-organiser.pdf

Year-1-What-am-I-knowledge-organiser.pdf

Year-2-animals-and-humans-knowledge-organiser.pdf

Year-2-Habitats-knowledge-organiser.pdf

Year-2-materials-knowledge-organiser.pdf

Year-2-plants-knowledge-organisers.pdf

Year-3-animals-and-humans-knowledge-organiser.pdf

Year-3-light-knowledge-organiser.pdf

Year-3-Forces-Knowledge-organiser.pdf

Year-3-plants-knowledge-organiser.pdf

Year-3-rocks-knowledge-organiser.pdf

Year-4-animals-and-humans-knowledge-organiser.pdf

Year-4-How-can-we-switch-off-knowledge-organiser.pdf

Year-4-What-are-we-doing-to-save-our-seas-knowledge-organiser.pdf

Year-4-What-is-sound-sound-knowledge-organiser.pdf

Year-4-Where-does-our-water-come-from-scientist-and-geographer.pdf

Year-4-Where-does-our-water-come-from-states-of-matter-knowledge-organiser.pdf

Year-5-How-can-science-help-explorers-materials-knowledge-organiser.pdf

Year-5-What-are-you-doing-to-save-the-planet-habitats-knowledge-organiser.pdf

Year-5-What-do-forces-do-forces-knowledge-organiser.pdf

Year-5-What-does-the-solar-system-look-like-Space-Knowledge-organiser.pdf

Year-6-electricity-knowledge-organiser.pdf

Year-6-evolution-knowledge-organiser.pdf

Year-6-How-are-adaptation-and-evolution-linked-habitats-knowledge-organiser.pdf

Year-6-How-are-adaptation-and-evolution-linked-plantsknowledge-organiser.pdf

Year-6-How-are-lived-saved-animals-and-humans-knowledge-organiser.pdf

Year-6-why-are-shadows-important-knowledge-organiser.pdf