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Section 1

Planning for Science

The central principles of the 5-14 curriculum are breadth, balance, coherence, continuity and progression.

Effective planning for science, therefore, should ensure pupils experience programmes that have been planned in ways that provide:

     broad and balanced learning across the outcomes
     coherent links and connections
     continuous pathways for learning
     progressive development of learning

Schools and clusters have an obligation to plan for overall provision in a collaborative way to take account of their pupils' needs and the guidance provided in national guidelines.

Equally, teachers have an obligation to plan for teaching and learning in a way that focuses on the key ideas of the strands of each attainment outcome, for example the relationship between the properties of materials found on Earth and their uses. There is no need for over-elaborate planning to demonstrate detailed coverage of every bullet point: planning is about more than 'coverage'. Its aim is to make the teaching and learning experience as effective, and hopefully as enjoyable, as possible. Planning that is too complex or repetitive wastes time and energy that should be spent on teaching. Nevertheless, long- and short-term planning is essential if learning and teaching are to be effective.

Long-term planning

Long-term planning ensures that the main aspects of science receive attention over time. It also provides a means by which teachers and others can gain a sense of the overall coherence of the pupil's experience and it offers a framework for shared understanding between teachers and schools.

Long-term planning should:

  • include a broad range of topics from each of the outcomes to          ensure that pupils have access to a range of scientific concepts
  • ensure that opportunities are provided for pupils to work          scientifically
  • achieve a balance between the different science outcomes and          strands over the planning cycle

    • Long-term planning ensures that the main aspects of science receive attention over time.

  • provide opportunities for integration across environmental studies, for example with technology when          examining the properties and uses of materials or 'people and place' when looking at aspects of the          weather and water. There are also opportunities to link with other areas of the curriculum, for example          mathematics when measuring and estimating, or expressive arts - music - when exploring sound
  • give pupils plenty of opportunities to explore and investigate their immediate and local environment
  • provide for continuity and progression in the development and application of scientific ideas, skills and          attitudes.

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