Science
Science at St. Paul’s aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of science, today and for the future.
This process begins in our Early Years, where children are encouraged to make sense of their physical world and their community through a wide variety of experiences delivered in a fun and engaging way, inside and outside of the classroom. As the children move through school, they develop their knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. All children are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.
The curriculum is coherently planned and sequenced enabling all children to develop their knowledge and skills whilst revisiting key learning. The use of graphic organisers and knowledge notes in Science across the school, enables ‘double barrel’ learning to take place, supporting children in knowing more and remembering more. This is achieved through retrieval practice, partner work and assessment.
Science at St Paul's
Mapping of Key Knowledge
The sequence of learning has been mapped out across the science curriculum, with clear essential and desirable knowledge identified. 
Vital Vocabulary
Vital vocabulary is identified in each unit of learning, which enables our pupils to access a range of tier 2 and tier 3 vocabulary. 
Graphic Organisers
'Combining words and images effectively facilitates learning; their impact is additive.' Pavio (1971)
In science, graphic organisers are used to support learning from EYFS to Year 6. They are an integral part of our learning, as they provide a means whereby pupils can organise their ideas, before going on to express their thoughts in speech or writing.
Knowledge Notes
Knowledge notes are used to communicate core knowledge and support pupils to attend to their learning in science. Knowledge notes also support the learning of key vocabulary within each unit.
Retrieval Practice
'Using your memory, shapes your memory.' Bjork (2012)
Retrieval practice is used in science as a powerful learning tool. It is used to:
- Support later retention and retrieval
- Identify gaps in knowledge
- Organise knowledge more effectively
- Provide valuable feedback to teachers
- Improve metacognition
- Improve transfer of knowledge to new contexts
When designing their lessons, teachers plan in regular opportunities for retrieval practice.
