Skip to content ↓


Science at Ditton    -  Why do students at Ditton C of E Junior need to study Science?

Pupils in our community often see Science as a subject that is too challenging for them to access or a subject that is very much based on history. By studying Science at our school, pupils will understand that Science is a subject about awe, wonder, curiosity and experimentation. Pupils will be inspired to consider problems or unknowns and then investigate resolutions and answers. Additionally, pupils today are growing up in a world where there is a STEM skills shortfall. We have a duty to prepare the next generation for jobs that are required to ensure our country and economy thrive. What are the aims for the Science curriculum?

What are the aims for the Science curriculum? (What do we want students to be able to know and do by the time they leave Ditton C of E Juniors?) ·                                                                                                                                

Physics P1: The universe follows unbreakable rules that are all about forces, matter and energy. P2: Forces are different kinds of pushes and pulls that act on all the matter that is in the universe. Matter is all the stuff, or mass, in the universe. P3: Energy, which cannot be created or destroyed, comes in many different forms and tends to move away from objects that have lots of it.

Chemistry C1: All matter (stuff) in the universe is made up of tiny building blocks. C2: The arrangement, movement and type of the building blocks of matter and the forces that hold them together or push them apart explain all the properties of matter (e.g. hot/cold, soft/hard, light/heavy, etc). C3: Matter can change if the arrangement of these building blocks changes.

Biology B1: Living things are special collections of matter that make copies of themselves, use energy and grow. B2: Living things on Earth come in a huge variety of different forms that are all related because they all came from the same starting point 4.5 billion years ago. B3: The different kinds of life, animals, plants and microorganisms, have evolved over millions of generations into different forms in order to survive in the environments in which they live.

The Earth: is one of eight planets that orbit the sun. E2: The Earth is tilted and spins on its axis leading to day and night, the seasons and the climate. E3: The Earth is made up of several layers, including a relatively thin rocky surface which is divided into tectonic plates, and the movement of these plates leads to many geologic events (such as earthquakes and volcanoes) and geographical features (such as mountains.) · To recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena · To understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes · To build a knowledge of scientific vocabulary, which aids their knowledge and understanding not only of the topic they are studying, but of the world around them · To make sense of the world in which we live through investigation · To explore their environment in a safe way and make connections with concepts they may take for granted.

National Curriculum

The national curriculum for science aims to ensure that all pupils: - develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics - 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 - are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.


What values underpin the curriculum content?

Appreciation: through learning about science through history, pupils appreciate the work and discoveries of individuals that have made our world a better and safer place (Each term children are introduced to well known scientists relating to that unit of learning).  Integrity: through learning about fair testing and proving hypotheses based on reliable evidence, pupils learn the value of integrity and how this brings about credibility and trust. Responsibility: when learning about the future of science and ethical issues in the field, pupils learn how with great knowledge comes great responsibility and this needs to be channelled ethically, legally and for the right causes.


How are British Values taught through Science?

 Individual liberty of own views, tolerance and mutual respect of others' views is taught through the topics where different views / ethics are involved, for example work in Upper Key Stage 2 on the theory of evolution. Pupils develop an awareness of health & safety for themselves and others when working practically. Pupils are taught the social skills around behaviour self-regulation to ensure collective responsibility for a safe and efficient working environment. They are taught to challenge each other’s behaviour or practices if they fall short of the collective expectations of the group

Why has the specific content/ domain knowledge been selected?                

The core knowledge has been chosen in order to aid children's understanding of the Big Ideas of Science in Physics, Chemistry, Biology and Earth Science. Threads of scientific enquiry skills have also been selected as the drivers of delivering subject content. These include: observing over time, pattern seeking, identifying and classifying, comparative testing, fair testing and research. Across a term, pupils have the opportunity to learn subject content in different ways in order to develop their scientific enquiry skills


Why is it taught in the order that it is?

Why is it taught in the order that it is? Core knowledge is taught in a progressive way throughout Key Stages 2, with many content domains being re-visited, allowing pupils to retrieve knowledge they have previously learned and build on this in order to gain a deeper understanding of the topic and grapple with more complex ideas, as well as make their own predictions based on their existing scientific understanding. The scientific enquiry thread of observing over time is frequently taught at the start of a half term, allowing pupils to carry out longitudinal enquiries over a unit. The remaining threads of pattern seeking, identifying and classifying, comparative testing, fair testing and research are taught regularly throughout a child's journey through the juniors allowing them to develop these skills and apply them to investigations in the classroom. In addition cross –curricular are made on long term curriculum planning for each year group; allowing the local environment to be used  to  enrich science units  e.g. a visit to the quarry in Year 3; also drawing on members of the community who have specialist knowledge about the science units studied.

How are Science lessons delivered at Ditton?

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following; Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom and outside of the classroom as well as in the local community. Teachers use precise questioning in class to test conceptual knowledge and skills. We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence. Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Children are assessed about their knowledge using  creativity forms of assessment.

What is the impact?

Children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. By the end of Key Stage 2, children have: A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills. A richer vocabulary which will enable to articulate their understanding of taught concepts. High aspirations, which will see them through to further study, work and a successful adult life