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Being a Scientist

 

Being a Scientist Champion: an approach to Science 

 

What is the point of Being a Scientist?

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

 

The aims of being a Scientist are:

  • 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.

 

Where does it come from?

Being a Scientist is integrated into our curriculum through Curious-city. An enquiry-led, local learning approach to the National Curriculum 2014. This approach recognises that the cognitive maturity of learners affects what and how they learn. It also encourages teachers to think of how they encourage learners to Being a Scientist instead of simply teaching them Science.

 

Within a Curious-city curriculum, there is no ‘skills or knowledge’ debate. It is seamless blend of both, and through every enquiry, learners are challenged to work independently to prove their understanding of Being a Scientist. 

 

What does Being a Scientist entail?

  • Provide encouragement and ideas to staff across the school 
  • Monitor content and enquiries and be mindful of coverage ‘v’ skill acquisition
  • Collect and evaluate different voices with regard to Being a Scientist
  • Ensure enquiry planning and floor books are sufficient to effectively represent Being a Scientist.

 

What is ‘covered’?

Essentially, a Curious-city curriculum uses the National Curriculum 2014 areas as a basic foundation of entitlement. However Curious-city is much more than that. It is localised, real-life and challenges learners to apply their learning in unique ways without the support of adults to prove what they have learnt. Local companies, charities, organisations, individuals and objects are used as foci to enhance and instill a sense of curiosity, pride and stewardship. 

 

How is Being a Scientist monitored and assessed?

Every term, through a family ‘sharing of learning’ event, Being Champions review floor books and displays of learning shared with families. This helps to not only ensure coverage and ‘matching up’ progress throughout a year group in line with the whole school curriculum map, but also gauge learner and family reactions to learning and provides an opportunity to collect different voices. 

 

Every two terms, Being Champions meet as a team to discuss and share what they are seeing and hearing, and as working as a team, help to review the school’s curriculum and contribute to the development plan. One of the Being Champions is then designated to report to the Senior Leader Team. 

 

As there is no requirement to formally report attainment of Science, Being a Scientist is assessed through monitoring how a learner responds to enquiries and whether they show a particular enthusiasm and disposition towards it, or, if they constantly needed support in order to access it. This information is recorded onto the medium term plans which are kept and used for report writing towards the end of the year. 


 

 

 

 

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