- Inspire and enthuse our children to explore and discover in science
- Encourage the children to explore and ask questions about the world around them.
- Enable our children to develop scientific skills and knowledge
- Encourage children to develop technical science vocabulary
- Develop the children’s ‘working scientifically’ skills as they move through school.
- Provide opportunities for the children to apply their skills across the curriculum, including collecting, presenting and analysing data.
- Prepare our children to understand the challenges and developments we face in our society today and take responsibility to be global citizens.
- A progressive curriculum that builds upon previous learning and enables our children to understand the main ideas and concepts of science as set out in the National Curriculum.
- We follow the Switched On Science scheme to support planning and teaching.
- Through scientific enquiry children are encouraged to be curious and ask questions about what they notice and develop their understanding of scientific ideas by using different types of scientific enquiry.
- Our science curriculum is supplemented by our Forest School and close links with Windmill Hill City Farm. We ensure all classes visit the farm each year for a practical, meaningful workshop, which links, directly to their science units.
- Our Sustainable City topic focuses on climate change and sustainability, which encourages our children to develop a love for nature and have an awareness of environmental issues, which affect our lives.
- There is a clear progression of skills and knowledge that ensures children build upon previous learning each year. The curriculum is designed to further develop knowledge and skills in science and continually build upon prior learning.
- A vocabulary progression supports the progression document so explicit vocabulary is taught each unit. This is also shared on knowledge Organsiers, vocabulary pots and classroom displays.
- Science is taught through individual lessons or blocks of learning and for term two is the focus topic.
- Knowledge Organsiers are created with key concepts and knowledge and key vocabulary. These are shared with parents and staff provide opportunities during lessons to refer to the knowledge organiser.
- Staff provide feedback to children through verbal feedback, marking and adapting lessons to address misconceptions.
- Termly assessments are carried out and teachers use this assessment for future planning.
- Where teachers do not have expert knowledge, support is put in place through planning support, sharing good practise and in the future science team teaching.
- Scientist of the term celebrates the knowledge and skills of children across the whole school.