Science is taught following the National Curriculum to ensure the science education of each child provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics to a high standard and shows clear progress across the year groups. Science is taught in 2-week blocks, 4 times an academic year.
To ensure a secure understanding and genuine progression through each key block of knowledge, topics are planned cross-curricular including the use of relevant fiction and non-fiction (to encourage specialist vocabulary) books and collecting, presenting and analysing data. Teachers use different contexts to introduce each new block of science to maximise their pupils’ engagement and motivation to study science. This also ensures monitored progression throughout the school, especially within topics that are taught repeatedly.
Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. As a Silver ‘Primary Science Quality Mark’ school, we are continuously raising the awareness of both students and the local community through enrichment activities such as school participation in national competitions and local cross-school challenges. An additional focus is set on the ‘More Able’ scientist across the year groups through a calendar of quality enrichment trips. EAL groups are also encouraged to develop their understanding of subject specific language through afternoon gardening and outdoor learning interventions.
Children are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes through science enquiry such as exploring, observation, pattern seeking, identifying, classifying and grouping, as well as fair testing and child-led research to help them to answer scientific questions about the world around them; today and for their future. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They are assisted in making their thinking clear, both to themselves and others, and teachers ensure that pupils build secure foundations by planning topic specific discussion to probe and remedy their misconception.
Teachers assess the children in their class by using the science assessment sheets. This needs to be done twice a year.
Miss P Modhwadia