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Westrop Primary & Nursery

Science

Science at Westrop Primary School

What are we trying to achieve through our science curriculum? (Intent)

 At Westrop Primary and Nursery School all we do is underpinned by our strong vision and values. Our vision and values support our ‘Curriculum Drivers’ which offer golden threads throughout our curriculum and ensure we have clear drivers for all that we want to achieve for our children.

 

In Science, we develop children’s confidence in developing their working scientifically skills. We give our children opportunities to create their own Big Questions and then work either individually or in pairs or small groups to investigate their own Big Question through a child-led investigation. It is our intent that all children are given confidence in science regardless of any needs. Children will gain confidence as they are asked to think like a scientist.

In Science, children will develop their sense of wellbeing by making sense of the world around them. Making links with the science they see in the classroom and what they see out of school will foster a sense of curiosity.  Learning something new is an integral part of wellbeing and we aspire to nurture inquisitive individuals who try and make sense of their world as the next generation of scientists.

In Science, children will be encouraged to explore both teacher and child led investigations which will challenge their understanding of the world. They will be guided through different approaches and work in a practical way so they can explore a variety of challenges using good quality resources. They will be provided with a positive environment where risks are encouraged and questions both asked and answered.

 

In Science, it is our intent that our pupils develop an awareness of science and scientists across the world from a vast spectrum of backgrounds, genders, ethnicities, and beliefs. We intend our children to explore global issues they encounter through the media, global links, history, and their own experiences of science. We recognise different perspectives, ideas, beliefs, and values. This will ensure that our pupils are aware of the wider world; have a sense of their own role as a world citizen and respect and value diversity.
In Science, communication will be at the forefront of our scientific learning. Children will be introduced to new scientific vocabulary with each new topic. They will also communicate with their peers and teachers as they work on their enquiry skills. Confidence in the children’s communication skills will increase as is learning to listen to others.

How is the Science Curriculum delivered? (Implementation)

  •  Science is taught from EYFS to Year 6 and is a core subject that is taught for approximately one afternoon every week.
  • The curriculum is delivered in small steps within a topic and working scientifically skills are revisited along with new knowledge.
  • There is a wide coverage of both knowledge in the domains of physics, biology, and chemistry as well a variety of skills.
  • Planning is from a two-year cycle where science units from the relevant key stages are taught in terms that make links, if possible, with class topics. There is a clear progression of working scientifically skills that each teacher follows. Planning is also supported by the ASE Plan documents as well as the science schemes Snap Science and Tigtag.
  • All science lessons have the opportunity for children to be challenged in their investigations. TA and Teacher support is there to further develop the children’s thinking and learning. Recording is differentiated as appropriate to the child.
  • Where possible, links are made with science and other topics i.e. DT, history, geography and ICT. E.g. the children may explore materials that insulate and stop ice from melting whilst also looking at the use of ice houses by the rich in Victorian times.
  • First hand experiences are crucial to the science lesson with the emphasis of learning through doing.
  • Work is recorded from Years 1-6 in science books and in EYFS through tapestry. A variety of work will be seen from short explanations, photos, tables and labelled diagrams.
  • Children are taught a wide range of working scientifically skills including asking questions; making observations and taking measurements; engaging in practical enquiry; recording and presenting evidence; answering questions and conclusions and raising further questions.
  • Through the course of the year the children are introduced to a range of scientists from past and present and from different ethnicities and genders.
  • Science is in much evidence in EYFS and explored through the themes of ‘Be able to explore the natural world (plants, animals) around them’, ‘To describe what they see, hear, and feel while they are outside?’ and ‘Understanding the affect of the changing seasons on the world around them’.
  • A whole school science week is planned to coincide with National Science Week in March.

 What difference is the Science Curriculum making? (Impact)

  •  Confidence in science will enable children to become competent and independent in key life skills, including questioning, predicting, recording and evaluation.
  • From their different starting points, all children will make at least good progress and achieve their potential academically, emotionally, creatively, socially and physically. Knowledge, understanding and working scientifically skills will be secured and embedded so that children attain highly.
  • Pupils will have good communication skills and will listen respectfully and with tolerance to the views of others using scientific evidence to support or refute ideas or arguments.
  • Pupils will take pride in all that they do, always striving to do their best.
  • Pupils will be able to explore their own investigations, respectfully sharing their own thoughts and opinions whilst understanding that they may differ from others.
  • Pupils will demonstrate emotional resilience and the ability to persevere when they encounter challenge.
  • Pupils will develop a sense of self-awareness and become confident in their own abilities.
  • The plans to teach science, ensure that children are accessing work at age related expectations, with regular opportunities to be challenged through higher-level questioning.
  • Pupils will competently use and know the meaning of agreed vocabulary correctly when talking and writing about science.
  • Children are assessed according to age related expectations of working scientifically in line with curriculum requirements. This is done in line with the school assessment calendar twice a year. This information is monitored by the coordinator.

 

How Can I Support My Child In Science?

  1. Be interested

Find out the termly topics from the website and take an interest — find relevant books in the library or bookshop, do some research, brush up your own knowledge about the topic! Then you can have interesting conversations where you are both learning at the same time.

  1. Take a trip

Why not take a trip to a science museum, a zoo or an aquarium? These don’t necessarily need to be completely related to what they are learning about at school. Any visit can help their curiosity and engagement with science generally.

  1. Make it personal

Find out about famous scientists and research unique and exciting inventions up to and including the present day. Who knows, you may have the next Stephen Hawking or Marie Curie at home!

  1. Get hands-on

Look up fun, practical science experiments you can do at home with everyday objects.

For example:

  • ask ‘What happens when you mix food colouring in milk?’ Then add washing up liquid and watch what happens.
  • why not try making your own mini exploding volcano? Just add bicarbonate of soda, food colouring, washing up liquid and vinegar. Then stand back and watch the eruption!
  • cooking is also a great opportunity to mix ingredients, add heat and examine changing states.
  • try exploring changing states with ice and water to begin to see those changes that can be reversed and those that can’t.
  • a real favourite would have to be ‘gloop’ — use water and cornflour (add food colouring too if needed) to explore solids and liquids. Just be prepared to get messy!
  • of course, there are also some wonderful science kits available to buy to push your scientists further – making crystals, rockets and even bouncy balls.

Anything where they can be hands-on and see the science happen in front of their eyes is guaranteed to get them interested.

 

Science Programme of Study & British Values

Science programme of study and progression of skills Oct 2021