Science at Milestone Academy
Through teaching science we aim to provide our pupils with the foundations to understand the world around them and to develop functional skills for their individual developmental stage. At Milestone Academy, science is about enabling our pupils to experience and observe the natural and humanly-constructed world using the National Curriculum as a basis of Transdisciplinary Themes and Unit Cycles. Students should be encouraged to be curious, manipulate, participate and ask questions about what they notice and observe. They should be helped to develop their understanding of scientific ideas by using different types of enquiry to answer their own questions through actions and communication through the individual’s preferred mode. Exploration is a vital part of pupil’s learning and the teaching and learning of science should be supported through the use of firsthand practical experiences whenever possible for consolidation and to aid the long term retention of the learning of skills and knowledge. In the EYFS and Phase 1 science is not taught as a specific subject in all classes but is a key part of the Knowledge and Understanding of the World area of the curriculum. It is also integral to many areas of daily exploration, learning and play. Alongside specific scientific knowledge and vocabulary pupils will develop the concept of ‘working scientifically’ appropriate to their developmental stage.
The Transdisciplinary Themes and Unit coverage of the National Curriculum has been carefully sequenced across the school as a 3-year rolling programme to provide a broad and balanced curriculum with a real focus on working scientifically and flow of progression.
Milestone Academy follows the KSENT Science progression of skills and understanding in all strands of science. It covers the National Curriculum planning from Level K1i to K9 and from NC Level/Stage/Year 1 to Level/Stage/Year 5+. It is a model curriculum and progression pathway that covers all of the appropriate ages, stages and phases of our students. It covers the primary and secondary areas of science – Biology, Chemistry and Physics, as well as Scientific Thinking – Scientific Attitudes, Experimental Skills & Investigation and Analysis & Evaluation.
What are we working towards within working scientifically?
At Milestone Academy we strive for all students to be Scientific Thinkers no matter what level they are progressing at or where they started from. The key to this is motivating, encouraging and providing opportunities for Experiencing, Observing, Questioning or Action depending on ability, having an idea of Hypothesis, Predicting, Testing and then using the test or experience to enhance how they do something or influence other predictions.
Indiscrete Science is taking place within Milestone Academy every day to the ability of the individual. The Science Pathways are explored, questioned and developed using daily activities such as Cooking and Nutrition, breakfast when students state or enquire what has happened to the bread or butter, experiencing and discussing the weather and even discussion on how much liquid is left in a cup. Daily incidental enquiry within lessons, activities and conversations promotes consolidation over time of key Scientific Thinking that is appropriate to the individual learner.
Primary – Phases 1 & 2
In the Brook pathway, students experience Science as an exploration of themselves and the world around them. Students are encouraged to engage with and explore objects and people around them in a safe environment. The curriculum is individualised and maintains a focus of ensuring the students are developing their communication and interaction skills and working towards their ILP targets.
In the Stream pathway, students experience Science as an exploration of themselves and the world around them. They are given opportunities to develop agency and make choices about the way they interact with the environment. Students are enabled to ask questions and develop their communication skills about the world around them so that they can engage with it in a variety of different contexts based on the National Curriculum.
Students following the River explore Science through a developing understanding of their bodies and the world around them. The National Curriculum is divided into pieces which are logically sequenced to meet students’ starting points and which allows them to progress at their own pace. Where appropriate, pupils will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They will be given to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Students in Waterfall explore Science through a developing understanding of their bodies and the world around them. The National Curriculum is divided into pieces which are logically sequenced to meet students’ starting points and which allows them to progress at their own pace.
Science is incorporated into all aspects of learning and fits within the IB transdisciplinary themes of learning. Students are presented with and encouraged to use their senses to engage with a variety of concrete objects, both living and nonliving, through stories, songs and more. Repeated exposure of similar experiences helps students to become familiar with their surroundings and helps them to become familiar with the world around them in a personalised way while also being exposed to new opportunities and experiences.
Science is incorporated into all aspects of learning and fits within the IB transdisciplinary themes of learning. Students are presented with and encouraged to use their senses to engage with a variety of concrete objects, both living and nonliving, through stories, songs and experiments. Repeated exposure of similar experiences helps students to become familiar with their surroundings and helps them to become familiar with the world around them in a personalised way.
Pupils will be encouraged to ‘work scientifically’. These types of scientific enquiry will include: observing over time; pattern seeking; identifying, classifying and grouping. Pupils will be given a range of scientific experiences to enable them to raise their own questions about the world around them.
Through use of concrete objects, students are exposed to a variety of problems which need solving. They are given the opportunity to develop their own knowledge through exploratory play, experimentation and observation. Students are given agency and encouraged to develop their inquiry skills by asking questions and using a variety of tools to help solve these questions. Language is introduced to students in science contexts and students are encouraged to use appropriate communication techniques to express this. Lessons may take place both indoors and outdoors as appropriate for individuals and lesson contexts.
Students are assessed for skills against ILP targets as appropriate to their working targets. With the support of staff students make excellent progress on these targets across all subject areas where Science plays a contributory role.
Students are assessed against K-level targets where appropriate for their ability and attainment. With the support of specialist staff, classroom staff and their peers, students make excellent progress.
Our science curriculum is designed to follow a three year rolling programme.
Students are assessed against K-level and National Curriculum targets where appropriate for their ability and attainment. With the support of specialist staff, classroom staff and their peers, students make excellent progress.
Secondary – Phases 3 & 4
In the Brook pathway, students experience Science as an exploration of themselves and the world around them. Students are encouraged to engage with and explore objects and people around them in a safe environment. The curriculum is individualised and maintains a focus of ensuring the students are developing their communication and interaction skills and working towards their ILP targets.
In the Stream pathway, students experience Science as an exploration of themselves and the world around them. They are given opportunities to develop agency and make choices about the way they interact with the environment. Students are enabled to ask questions and develop their communication skills about the world around them so that they can engage with it in a variety of different contexts based on the National Curriculum.
Students following the River explore Science through a developing understanding of their bodies and the world around them. The National Curriculum is divided into pieces which are logically sequenced to meet students’ starting points and which allows them to progress at their own pace. Where appropriate, pupils will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They will be given to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Students in Waterfall explore Science through a developing understanding of their bodies and the world around them. The National Curriculum is divided into pieces which are logically sequenced to meet students’ starting points and which allows them to progress at their own pace.
Science is incorporated into all aspects of learning and fits within the IB transdisciplinary themes of learning. Students are presented with and encouraged to use their senses to engage with a variety of concrete objects, both living and nonliving, through stories, songs and more. Repeated exposure of similar experiences helps students to become familiar with their surroundings and helps them to become familiar with the world around them in a personalised way while also being exposed to new opportunities and experiences.
Science is incorporated into all aspects of learning and fits within the IB transdisciplinary themes of learning. Students are presented with and encouraged to use their senses to engage with a variety of concrete objects, both living and nonliving, through stories, songs, play and more. Repeated exposure of similar experiences helps students to become familiar with their surroundings and helps them to become familiar with the world around them in a personalised way.
Pupils will be encouraged to ‘work scientifically’. These types of scientific enquiry will include: observing over time; pattern seeking; identifying, classifying and grouping. Pupils will be given a range of scientific experiences to enable them to raise their own questions about the world around them.
Through use of concrete objects, students are exposed to a variety of problems which need solving. They are given the opportunity to develop their own knowledge through exploratory play, experimentation and observation. Students are given agency and encouraged to develop their inquiry skills by asking questions and using a variety of tools to help solve these questions. Language is introduced to students in science contexts and students are encouraged to use appropriate communication techniques to express this. Lessons may take place both indoors and outdoors as appropriate for individuals and lesson contexts.
Students are assessed for skills against ILP and ASDAN targets as appropriate to their abilities. With the support of staff students make excellent progress on these targets across all subject areas where Science plays a contributory role.
Students are assessed against K-level targets where appropriate for their ability and attainment. With the support of specialist staff, classroom staff and their peers, students make excellent progress.
Our science curriculum is designed to follow a three year rolling programme.
Students are assessed against K-level and National Curriculum targets where appropriate for their ability and attainment. Where relevant, skills developed in science lessons are also used to support ASDAN qualifications. With the support of specialist staff, classroom staff and their peers, students make excellent progress.