At Hadnall C of E Primary School, we recognise the importance of science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of science the prominence it requires.
The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.
The National Curriculum will provide a structure and skill development for the science curriculum being taught throughout the school, which is now linked, where possible to the theme topics to provide a creative scheme of work, which reflects a balanced programme of study.
We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards. Our whole school approach to the teaching and learning of science involves the following:
- Science will be taught in planned and arranged themes.
- Children have weekly lessons in science throughout Key Stage 1 and 2, using various programmes of study and resources.
- Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge.
- In the Early Years Foundation Stage, science is taught through the children learning about the world around them in their learning through play.
- Through our planning, we involve problem solving opportunities that allow children to investigate concepts for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom.
- Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify any gaps in learning in the hope that all children keep up.
- We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and 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.
- Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the science themes.
- Teachers demonstrate how to use scientific equipment and they find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts, where possible.
The successful approach at Hadnall C of E Primary School results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. So much of science lends itself to outdoor learning and so we provide children with opportunities to experience this. Through various workshops, trips and interactions with experts and local charities, children have 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 such as the STEM association. Pupil voice is used to further develop the Science curriculum, through questioning of pupil’s views and attitudes towards science.