Science is taught using the CUSP curriculum. CUSP Science pays close attention to guidance provided by the National Curriculum sequence and content. It is infused with evidence-led practice and enriched with retrieval studies to ensure long-term retention of foundational knowledge. The foundations of CUSP science are cemented in the EYFS through learning within the Natural World, and People, Culture and Communities.

WHAT PUPILS WILL KNOW 

Substantive knowledge

This is the subject knowledge and explicit vocabulary used to learn about the content. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content. In CUSP Science, an extensive and connected knowledge base is constructed so that pupils can use these foundations and integrate it with what they already know. Misconceptions are challenged carefully and in the context of the substantive and disciplinary knowledge. In CUSP Science, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position that new knowledge. 

WHAT PUPILS WILL DO 

Disciplinary knowledge

This is knowing how to collect, use, interpret, understand and evaluate the evidence from scientific processes. This is taught. It is not assumed that pupils will acquire these skills by luck or hope. Pupils construct understanding by applying substantive knowledge to questioning and planning, observing, performing a range of tests, accurately measuring, comparing through identifying and classifying, using observations and gathering data to help answer questions, explaining and reporting, predicting, concluding, improving, and seeking patterns. We call it ‘Working Scientifically.’ CUSP Science provides Working Scientifically coverage maps to check the balance of provision in KS1, Lower and Upper KS2. They are also present in the Whole Class Assessment toolkits. Scientific analysis is developed through IPROF criteria. We call it ‘Thinking Scientifically.’ 

  • identifying and classifying 
  • pattern seeking 
  • research 
  • observing over time 
  • fair and comparative testing 

Substantive concepts

Includes concrete examples, such as ‘plant’ or more abstract ideas, such as ‘biodiversity’. Concepts are taught through explicit vocabulary instruction as well as through the direct content and context of the study.

Please refer to the Long Term Planning Sequence to see when each unit is taught and progression within the subject. 

Downloads

Loading ...