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Intent

The purpose of education of Diamond Academy is to provide children with a rich and engaging educational experience, which has shaped our curriculum and ensures that children develop a love of learning and become well-rounded individuals with a very wide variety of skills.  This aspiration and ambition underpin everything our values-based ethos and gives our children a strong sense of purpose.

In Diamond Academy Science will promote aspiration in children to develop careers in the science sector.  Science has the power to enable children to develop their knowledge by engaging in fostering their curiosity and developing lifelong learning about the world of science. Studying science through a progressive scheme of work from years 3 to 6, will equip our learners with scientific knowledge through developing opportunities to embed scientific vocabulary, hands-on experiments and provide clear links to other areas of the curriculum.  Science will explicitly teach children through engaging experiments about the world through biology, chemistry and physics.  Science aims to inspire our learners to become well-rounded individuals, whom can make informed decisions and contribute to the future of science.

Implementation

Science through the National Curriculum focuses on three specific science disciplines of biology, chemistry and physics. This aims to change our lives and is vital for the world's future prosperity.

The domains of knowledge for Diamond Academy are:

Year 3

Forces and Magnets

Light

Plants

Animals including Humans

Rocks

Year 4

Sound

Electricity

Living things and their habitats

Animals including humans

States of matter

Year 5

Forces

Earth and Space

Animals including humans

Properties and changes of material

Living things and their habitats

Year 6

Light

Living things including habitats

Electricity

Evolution

Animals including humans

This enables our children to progress through the National Curriculum and embed knowledge for each content.

For our children key knowledge that they will need to embed and develop for their next step in their learning journey are:

 

Key concept
Force

 

(Links to year 3 Forces and Magnets, Year 5 Forces and Earth and Space)

Changing the movement of an object requires a net force to be acting on it. Objects change their velocity of motion only if there is a net force acting on them.  Gravity is a universal force of attraction between all objects however large or small, keeping the planets in orbit around the Sun and causing terrestrial objects to fall towards the centre of the Earth.
Energy (building the foundation knowledge for KS3 and KS4) The total amount of energy in the Universe is always the same, but energy can transform when things change or are made to happen.  Many processes or events involve changes and require them to happen. Energy can be transferred from one body to another in various ways.  In these processes some energy is changed to a form that is less easy to use.  Energy cannot be created or destroyed.  Energy obtained from fossil fuels is no longer available in a convenient form for use.

 

Development of knowledge organisers as part of the implementation has been well considered providing sequential knowledge and breadth of understanding.  These are different to other subjects as they will focus on the technical language needed to describe experiments and scientific terminology.  Teachers will need to ensure that they have planned effective lessons for each scientific concept and that relate to the knowledge organisers.  Training will be provided if any areas for development are highlighted.

Teachers must make use of the practical activities to:

  1. Develop scientific terminology
  2. To make links to other subjects
  3. Make best use of experiments to embed key vocabulary

Impact

The impact will be measured in various ways:-

  1. Quantifiable by the increase in confidence in experiments and an increase in the length of the written word.
  2. Communication by all adults using subject specific vocabulary and encourage children to uses this in discussions and to correct oral communication.
  3. Using formative and summative assessment and comparing these to assessments in maths and English to observe the correlation of this.
  4. How well do the children use their knowledge of science to deepen their understanding of the world and cross curricula subjects