Subject Lead: Mrs Plummer
At Hassell Primary School we believe that a high quality Science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of Science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Science in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as through using and applying process skills. We, at Hassell Primary School, ensure that all children are exposed to high quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skills. The children are immersed in scientific vocabulary, which aids knowledge and understanding not only of the topic they are studying, but of the world around them. We intend to provide all children, regardless of ethnic origin, gender, class, aptitude or disability, with a broad and balanced science curriculum.
In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school.
Planning for science is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Science 2014’ and, ‘Understanding of the World’ in the Early Years Foundation Stage. Science teaching at Hassell Primary School involves adapting and extending the curriculum to match all pupils’ needs. Teachers plan to suit their children’s interests, current events, their own teaching style, the use of any support staff and the resources available by using The Rising Stars scheme of work.
We ensure that all children are provided with rich learning experiences that aim to:
- Prepare our children for life in an increasingly scientific and technological world today and in the future
- Help our children acquire a growing understanding of the nature, processes and methods of scientific ideas
- Help develop and extend our children’s scientific concept of their world
- Build on our children’s natural curiosity and developing a scientific approach to problems
- Encouraging open-mindedness, self-assessment, perseverance and developing the skills of investigation – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating
- Develop the use of scientific language, recording and techniques
- Make links between science and other subjects
At Hassell Primary School, we aspire to promote children’s independence and for all children to take responsibility in their own learning. Tasks enable the children to articulate scientific concepts clearly and precisely, assisting them in making their thinking clear, both to themselves and others.
The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.
All children will have:
- A wider variety of skills linked to both scientific knowledge and understanding and scientific enquiry/investigative skills.
- A richer vocabulary which will enable to articulate their understanding of taught concepts.
- High aspirations, which will see them through to further study, work and a successful adult life.
Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds.