Our aims


Raising the profile and realising the relevance of Working Scientifically

Working scientifically has been a part of the national curriculum since 2013. Still, with embedded research and the publishing of the “Improving Science in Primary Schools” report by the EEF we are now beginning to have clarity on the relevance and importance of the “disciplinary knowledge” (how and why) that sits alongside the “substantive knowledge”(what we know) that we teach within the primary science curriculum.

In the published OFTSED report “Finding the optimum” it was noted that...

"Leader's plans to develop pupils' disciplinary knowledge were much less developed than their plans to develop pupils' substantiative knowledge. In general, not enough consideration was given to identifying the disciplinary knowledge, including concepts, that are needed to work scientifically. This limited how effectively leaders could plan a curriculum for pupils to get better at working scientifically over time. Too often, the focus was simply on identifying practical activities for pupils to complete."

Working scientifically teaches children more than just how to 'do' science - it encourages critical thinking and adaptability and gives children the opportunity to evaluate and assess their own thinking - metacognition.

In the EEF report “Improving Primary Science” It is highlighted that it is integral that we “Explicitly teach the knowledge and skills required to work scientifically, guiding pupils to apply this in practice, with opportunities for discussion and reflection”. We cannot assume that by the children being able to fluently use the terminology they fully understand what is meant by “working scientifically”.

So what does it actually mean?

“Working scientifically' involves the processes of science, including understanding the sorts of questions that are the province of science; the design of experiments; reasoning and arguing with scientific evidence; and analysing and interpreting data”. 

By showing fidelity to our science curriculum scheme - Science Bug - we know that the working scientific skills are clearly embedded into our science lessons and that there is clear progression across the school but our focus now is to ensure that we are explicitly modelling and teaching these skills so that our children are equipped to use them independently. It is by pairing the substantive with the disciplinary it is proven that children deepen their knowledge and understanding across the science curriculum.

Our MTP plans and weekly plans ensure that we are showing assiduity to working scientifically but as staff, we need to ensure that we develop our own knowledge and understanding of the enquiry types and scientific skills needed to allow the children to fluently practice these skills independently so our children “foster a mindset that questions, probes and relentlessly seeks truth”

Over the next few weeks, a new post will be shared each week looking at each of the different enquiry types as a quick CPD opportunity for all staff.


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