At Marion Richardson Primary School our vision is to ignite pupils’ curiosity and encourage them to confidently explore and discover themselves and the world around them, so they develop a deeper understanding of the world we live in. Deriving accomplishment when they gather greater information about their place within the world.
Pupils to work scientifically acquiring the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.
We encourage our pupils to be curious about natural phenomenon and to be excited by the process of understanding the world around them. In Reception we start to develop blocks of knowledge and concepts alongside the development of enquiry skills. Key scientific terminology is introduced each lesson. Pupils carry out tests and experiments using equipment and to gather and record data.
Through our practical and enjoyable curriculum, we aim to inspire and excite our children and foster a thirst for knowledge, where curiosity is encouraged in children so that they ask questions that fuel explorations and investigations about the universe we live in. For pupils to become excited as they enquire, explain what is occurring, predict how things will behave, and analyse causes.
In addition, the teaching of science will promote and develop transferable skills such as observation, communication and teamwork and allow mathematical skills to be applied..
Essential characteristics of scientists
- The ability to think independently and raise questions about working scientifically and the knowledge and skills it brings.
- Confidence and competence in the full range of practical skills, taking initiative in, for example, planning and carrying out scientific investigations.
- Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
- High levels of originality, imagination or innovation in the application of skills.
- The ability to undertake practical work in a variety of contexts, including fieldwork.
- A passion for science and its application in past, present and future technologies.
Science in the Early Years Foundation Stage
In the Early Years Foundation Stage, Science forms part of the learning children acquire under the ‘Understanding the World' branch of the Foundation Stage curriculum.
It involves guiding children to make sense of their physical world and their community. Within each topic a range of personal experiences is planned to increases children’s knowledge and sense of the world around them – from visiting our local park, going to the farm, nature walks at the Soanes Centre, visiting the Natural History Museum to meeting important members of society such as police officers, nurses and firefighters.
In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
The document below outlines in more detail the specific Science objectives within the Early Years curriculum, what it looks like in practice, and demonstrates the links between the Early Years and the Science curriculum.
Science in the Early Years Foundation Stage
Science in Key Stage 1 and 2
The breadth of the Science National Curriculum in Key Stage 1
Identify, classify and describe their basic structure.?
Observe and describe growth and conditions for growth.
Look at the suitability of environments and at food chains.
Animals and Humans
Identify, classify and observe.
Look at growth, basic needs, exercise, food and hygiene.
Identify, name, describe, classify and compare properties and changes.
Look at the practical uses of everyday materials.
Describe basic movements?
Earth and Space
Observe seasonal change
The breadth of the Science National Curriculum in Key Stage 2
Animals and humans
Evolution and inheritance
States of Matter
Rocks and Soils
Earth and Space
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science.
Our whole school approach to the teaching and learning of science involves the following;
- Science is taught as a discrete subject where it is planned and arranged in topic blocks, with clear progression mapped out across the school to enable the achievement of a greater depth of knowledge.
- Through our planning, we involve problem solving opportunities that allow children to find out 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. Planning involves teachers creating engaging lessons, involving resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so 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 topics.
- Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
- Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
- Regular events, such as Science Week or Home Learning Projects, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.
The successful approach at Marion Richardson Primary School results in a fun, engaging, high-quality science education, that provides children with the foundations and knowledge 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. Frequent, continuous and progressive learning outside the classroom is embedded throughout the science curriculum. 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 Soanes Centre, Teddy Bears Hospital and Centre of the Cell and learn from and work with professionals, ensuring that children have access to positive role models within the field of science from the immediate and wider local community. From this exposure to a range of different scientists from various backgrounds, all children feel they are scientists and capable of achieving. Children at Mowlem Primary overwhelmingly enjoy science, and this results in motivated learners with sound scientific understanding.
- Learning Journeys detail the overall outcomes for each unit.
- Learning Journeys detail the small steps that children will take to achieve the overall outcomes for each unit.
- They show how the unit builds on prior learning
- They show what children will learn in the future linked to what they are learning now.
- Learning Journeys are available on the school website – on the year group page or on the subject page
- They include key vocabulary for the unit
- They include details of the key content to be covered
If you would like printed copies of any journeys please let us know.
Su: Animals and their Habitats
Su.2 Humans (healthy eating and bones)
Su.2: Animals, including humans