Our intention when teaching science is to inspire and enthuse children to develop their own curiosity and questioning through independence, exploration and hands on experiences. Our curriculum enables children to build on scientific understanding year on year, by interweaving scientific themes and revisiting key knowledge through a clearly planned science curriculum thus forming solid foundations on which to build new scientific understanding.
It is our shared vision that every child that passes through the doors at Fir Bank Primary School, takes away with them the scientific understanding and skills needed to answer questions about the world we live in, how to think critically and for them to be able to show resilience and curiosity to continue to question the world around them. Good teaching in science lights the fires of interest in children, promoting a commitment to learn and developing a deeper level of understanding.
‘I am neither clever nor extremely gifted, I am simply very, very curious’- Albert Einstein.
All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged.
Topics such as Plants or Materials, for example, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. Floor books are used to revisit sticky knowledge for each topic in year 1. This allows children to build upon previously taught knowledge which in turn increases their enthusiasm for the topics.
In KS2 children are expected to write up investigations using the following headings- prediction, equipment, method, results and conclusion.
Children complete a pre-learning tasks at the beginning of a topic to showcase what they already know. Children suggest what they would like to learn at the start of each topic to maximise engagement and motivation.
To encourage and to ensure writing across the curriculum children will complete a post-learning task at the end of the topic. This could be as a report, leaflet, playscript, display board information.
Evidence of a broad and balanced science curriculum which demonstrates children’s acquisition of identified through sticky knowledge and skills.
Children are able to review their successes in achieving the lesson objectives and are actively encouraged to identify their own areas of development.
As children progress throughout school, they develop a deep knowledge, understanding and appreciation of the world around them.
We measure the impact of our curriculum through the following methods;
Learning walks and professional dialogue with teachers.
- Accessing children’s understanding of vocabulary before and after the ‘knowledge and skills’ have been taught.
- Images and videos of the children’s practical learning (books/class floor book/displays)
- Interviewing children about their learning (pupil voice).
- Moderation staff meetings where pupil’s books/ class floor book are scrutinised and there is an opportunity for dialogue between teachers and to discuss the learning and teaching in their class.