The Science curriculum at Southfield has been designed to give students an understanding of the world around them, to encourage their inquisitive mind by posing and answering questions, finding out answers and enabling students to build their skill of scientific inquiry. The curriculum is sequenced so that students revisit and build on prior knowledge across all science disciplines; physics, biology and chemistry. These will have threads of the Key Stage big question, allowing students to draw on current knowledge from other curriculum areas, build independence skills and learn about themselves and the world they live in. 

‘Science taught should include both the methods of science and the acquisition of knowledge and understanding of facts and principles, and should be broad and balanced.’ STEM Learning

Throughout their learning journey at Southfield students will have opportunity to:

• Ask and and answer questions about Science topics
• Explore changes in their world
• Perform simple experiments and learn safe and appropriate use of equipment
• Use measure and equipment to gather data, record and conclude
• Use observations to conclude
• Identify and classify items
• Have an understanding of nature and natural processes
• Understand the uses any implications of Science in the everyday world
• Develop scientific vocabulary and discussion skills

Southfield Science links to the National curriculum and underlines the principles of STEM learning, allowing students to gain knowledge in a breadth of scientific topics throughout each Key Stage, which will prepare them for understanding their world into adulthood.

Assessment
In Science, students are required to complete one "Evidence for Learning" (EFL) log per term or maintain a marked workbook/annotated portfolio of work. The EFL log should capture the student's progress against the skills progression steps, demonstrating their understanding and application of scientific concepts. Alternatively, the workbook or portfolio will be routinely reviewed and annotated by teachers and learning support assistants, offering feedback on experiments, scientific inquiries, and conceptual understanding, addressing misconceptions, and providing guidance for further improvement.