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Science

 

‘Learning for life’

 

 

 

Science Curriculum

Intent

Through our Science Curriculum at Thornton Hough Primary School we aim to stimulate a child's curiosity, finding out why things happen in the way that they do. As well as developing their knowledge of the natural world around them, we aim to promote creative thought and an inquisitive approach in order to strengthen their methods of inquiry and investigation. We believe children learn best through a range of practical activities, involving a range of learning styles. These are targeted to ensure that an enthusiasm for Science can be instilled whilst embedding the key skills of scientific enquiry. Throughout, our aim is to embed our values of curiosity, perseverance, patience, respect and appreciation to instil a passion and deep understanding of Scientific inquiry from the inspiration of pioneers that have come before us, so that we can develop scientists of the future. We intend to ensure the children progressively build a bank of key scientific vocabulary, and a thorough understanding of the definitions, which will enable them to articulate, explain, justify and debate as they develop as young Scientists.

In accordance with the National Curriculum we aim to:

● 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 children to answer scientific questions about the world around them
● ensure children are equipped with the scientific skills required to understand the uses and implications of science, today and for the future.

We believe it is crucial for children to build their knowledge and skills progressively in order to access the next stage of their scientific development with a strong foundation of what has come before. This develops not only the knowledge, skills and language necessary, but also the confidence to thrive as young scientists and provides the appetite to engage further at secondary school, providing them with a strong foundation to become scientists of the future.

 

Implementation

Children are encouraged to ask questions and be curious about their surroundings. A love of science is nurtured through a varied and exciting science curriculum.

Throughout the programmes of study, the children acquire and develop the key knowledge that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds progressively throughout. Key skills are mapped for each year group which are in accordance with the Working Scientifically skills expectations of the national curriculum. The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences and develop the skills required to allow them to use equipment confidently, conduct experiments with aptitude, explain scientific concepts confidently and debate the most appropriate way to tackle problems and to test out ideas.

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. This is assured by the following approaches:

 

  • In our F2 environment children are encouraged to explore the world around them and their environment. The children engage in school trips such as a day out at Hadlow Fields in Willaston where they take part in a mini-beast adventure
  • There is a consistent approach to planning with the Kent planning programme followed from Y1 to Y6, providing a range of progressive resources
  • Children are introduced to each science unit with knowledge boards that focus on key learning, concepts, vocabulary and past pioneers in their fields such as Darwin, Edison, Curie and Newton
  • At the start of each topic, KWL grids are used to assess children’s past learning and are used as a gauge to measure learning throughout the topic with children adding their acquired knowledge at the end of the unit. This is used to understand whether or not children have remembered their learning from past years but also to assess starting points for concepts that are completely new to them. This takes account of pupil voice, incorporating children’s interests. Plans are adapted to ensure that learning is suitable for every learner
  • Curiosity boxes are present in each classroom to influence the children to ask engaging questions and to promote through discussion the chance to find out the answers whether through research and acquiring knowledge, to testing things out themselves
  • Extra-curricular opportunities ensure that the children’s knowledge is put into context and enriched. Clubs such as ‘Mad Science’ and school trips allow the children to explore concepts in more depth and access expert knowledge and practical opportunities
  • Links to other subjects are planned for to ensure deep learning and to encourage the children to understand the connections between the natural world and other disciplines
  • Knowledge and Working Scientifically progression documents are implemented to ensure that children reach and build on clear milestones and teachers are aware of previous and next steps
  • We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence
  • Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion
  • Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the children’s school journey and new vocabulary and challenging concepts are introduced through direct teaching
  • Outdoor environment is accessed locally around the village, the School Green, our school garden and local venues such as Hadlow fields and Claremont Farm

Impact
 

The implementation of the curriculum at Thornton Hough Primary School ensures fun, engaging, high-quality science education, that provide children with the scientific skills and knowledge for understanding the world. By the end of Key Stage Two, all children will have developed scientific enquiry skills in the five key areas: Observing changes over time, noticing patterns, grouping and classifying things, finding things out through secondary sources of information and modelling. We want children to be immersed in Science to reinforce the skills that they have previously learned, but then want to build on them by challenging their thinking further. Through enrichment opportunities such as workshops, trips and extra-curricular activities, children develop the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science, as a result of our community links and connection with national agencies. They learn from and work with professionals, ensuring access to positive role models within the field of science from the immediate and wider local community. From this exposure to a range of different scientists from various backgrounds, all children feel they are capable of being scientists themselves, are inspired to learn further at secondary school and form the foundations of interest in careers in the scientific field.

File 17-03-2017, 15 41 38(2)

Further Curriculum Information

Please see the KS1 and KS2 Primary National Curriculum for Science for more information:

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