Latchford St James CE Primary School – Subject Overview
Science at Latchford St James CE Primary School
Our Intent and Vision
In our science teaching we aim to stimulate a child’s curiosity in finding out why things happen in the way they do through enquiry and investigation to stimulate creative thought. We want children to learn to ask scientific questions and begin to appreciate the way in which science will affect the future on a personal, national and global level.
Science and Inclusion
At our school we teach science to all children, whatever their ability and individual needs. Science forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our science teaching we provide learning opportunities that enable all pupils to make good progress. We aim to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language and we take all reasonable steps to achieve this.
Our Aim is to ensure:
- A love and passion for Science
- Quality first teaching of lessons that are well resourced and provide challenge and opportunities for scientific thinking and questioning
- A wide range of purposeful scientific experiences
- The ability to think independently and to show resilience when faced with challenges
- Opportunities to collaborate with peers
- An understanding of the important concepts and an ability to make connections within science
- An opportunity to apply their learned skills within other areas of the curriculum
- A wide range of scientific vocabulary and knowledge that is built upon each year
The school uses the new National Curriculum for science as the basis of our curriculum planning. We have a whole school long term plan for science which maps the scientific topics for each term. Teachers devise medium term plans for their own class using an agreed school format.
Our science curriculum enables children to:
- Know and understand about biology and living things
- Know and understand about chemistry and materials
- Know and understand about physics
We use a variety of teaching and learning styles in science lessons. Our principal aim is to develop children’s knowledge, skills and understanding. This may be through whole-class teaching, while at other times we engage the children in an enquiry-based research activity.
We encourage children to ask, as well as answer, scientific questions. They have the opportunity to use a variety of data, such as graphs, pictures and photographs. Children are given opportunities to use ICT in some science lessons in order to enhance their learning. Children take part in discussions and engage in problem-solving activities. Wherever possible, we involve the pupils in practical activities as these increase enthusiasm and motivation and provide first-hand experience. Knowledge and skills can be developed in small steps through practical work and the sequencing of written work becomes easier after practical experiences.
Each year we hold a whole school science day where the focus for the day is practical experiments and developing the children’s thinking and scientific reasoning. Also on this day Adrian Bowden a travelling scientist showcases science in his science roadshow for each Key Stage.
We enable all pupils to have access to the full range of activities involved in learning science. Where children are to participate in activities outside the classroom (a trip to a science museum, for example) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils
The Early Years
We teach science in Early Years as an integral part of topic work. We relate the scientific aspects of the children’s work to the objectives set out in Development Matters, working towards the Early Learning Goals (ELGs). Science makes a significant contribution to developing a child’s knowledge and understanding of the world.
Teachers assess children’s work in science by making informal judgements during lessons. On completion of a piece of work, the teacher assesses it and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress, in line with the school’s marking policy. Teachers then formally assess children against age related expectations at the end of a unit of work.