Science

Vision: intent, implementation & impact 

At Rotherfield School, our intent is to provide opportunities for all children to engage in rich, enquiry-based science. Our aim is to stimulate children’s natural curiosity and develop the skills needed to enquire and find out about the world around them.   

We will implement our vision through ensuring that teaching within the subject is strong and promotes the acquisition of key knowledge, building on prior learning and building up a bank of high-relevant resources. We will ensure that all teachers are aware of prior learning and subsequent next steps within science topics and are able to appropriately differentiate where necessary. We will follow the Kent Scheme of Work to ensure that science lessons are meeting the requirements of the National Curriculum and progressively build upon prior learning. We will identify gaps in children’s learning and ensure curriculum coverage and teaching is reflective of this. By following the Kent Scheme of work, we will provide all children with the opportunity to engage with the 5 strands of science enquiry across a wide range of science themes and contexts.  We will also highlight these 5 strands of science enquiry with a whole school science week, with a day focussed upon each strand.  

•    Observation over time 
•     Identifying and classifying 
•    Pattern seeking 
•    Research 
•    Comparative and fair testing 

The impact of the vision will be: 

•    Confidence to answer enquiry-based questions related to science learning  
•     Increased confidence amongst staff in the teaching of science across the school 
•    High quality, age-appropriate resourcing for science across the school.  

Long Term Planning

Click to download the long term planning

 Year 1 have been exploring the properties of different materials and have conducted an experiment to find out which material would make the best new raincoat for Georgie, our class teddy. We discussed that rain coats must be waterproof and set out to find out which material was the most waterproof. We tested 5 different materials by dropping 5 pipets of water on top and observing closely to see if any water came through into the cup. We found that the waxed cotton was the most waterproof and that wool was the worst. 

Year 1 - Properties of Materials

Year 1 have been exploring the properties of different materials and have conducted an experiment to find out which material would make the best new raincoat for Georgie, our class teddy. We discussed that rain coats must be waterproof and set out to find out which material was the most waterproof. We tested 5 different materials by dropping 5 pipets of water on top and observing closely to see if any water came through into the cup. We found that the waxed cotton was the most waterproof and that wool was the worst.

Year 1 went outside and were learning about the different parts of a plant and their functions. We were also observing different leaves around the school and deciding if they were evergreen or deciduous.

Year 1 Science

Year 1 went outside and were learning about the different parts of a plant and their functions. We were also observing different leaves around the school and deciding if they were evergreen or deciduous.