Science
Our Aim
The Science curriculum at Fell Dyke Primary School is underpinned by the National Curriculum 2014. As a school, we recognise the importance of science as a core subject. It provides children with the foundations for understanding the world through the disciplines of biology, chemistry and physics. It also enables them to develop their scientific enquiry skills through exploring questions about the world around them and to understand the uses of science in the world today. This is crucial to our pupils next steps and future careers. We will work with parents, community and wider STEM providers and employers to enrich our learning and support Science Capital with our pupils irrespective of their background, gender or race.
Through the curriculum, we aim to ensure all pupils develop a substantive scientific knowledge, vocabulary and conceptual understanding of science through progressive use of science models. This will develop depth in their understanding and high order reasoning skills.
We aim to develop an understanding of the nature and methods of science (disciplinary knowledge) through focussed Working Scientifically skills and the use of different types of science enquiry.
We want pupils to be equipped with scientific knowledge required to understand the use and implications of science and engage with current and future debates (Science Literacy) and develop high Science Capital. This will prepare children for a future with exceptional career prospects.
Curriculum Organisation
The curriculum is organised into units of work. These provide children with scientific knowledge and conceptual understanding as well as teaching them scientific enquiry skills.
The units are arranged in such a way that knowledge, enquiry skills and scientific understanding is built on as the children progress throughout the school.
In the foundation stage, children have early experiences of science through the specific area of learning called ‘Understanding the world’. They are provided with regular practical learning opportunities both inside and outside of the classroom to develop their understanding of the world around them. They develop their scientific enquiry skills through asking questions and making observations as well as recording their findings in a variety of ways such as drawing, painting, constructing models and photographing what they see.
In Key Stage 1 the focus is about giving children the opportunities to look further at the world around them. There is a focus on animals, humans, plants and materials as these are areas they are more familiar with. Through these topics they further develop their scientific enquiry skills and carry out investigations/enquiries to answer questions. They begin to use scientific language to talk about what they have found and remember key scientific vocabulary and words. As in early years, the majority of learning is carried out through first hand experiences, demonstrations and observations.
In lower key stage 2 the children build on the knowledge of animals (including humans), plants, the physical world, materials and forces. They are introduced to newer concepts such as light, sound, electricity and magnetism. They will remember and use scientific vocabulary in a more logical way. The children have opportunities to explore and test out ideas about everyday phenomena and begin to make decisions about how best to carry out an enquiry. They will be expected to record results and use these to further their thinking. During this stage, they begin to draw simple conclusions based on their findings.
As the children move into upper key stage 2 they continue to build on their knowledge of animals (including humans), materials and forces. They will further develop a deeper understanding of light and electricity. They are also introduced to more abstract ideas such as Earth and space and evolution. The children will use scientific vocabulary consistently at this stage to describe and explain logically. The children begin to test and analyse more systematically and build on their understanding of how to conduct enquiries effectively. They will use data and results to deepen their understanding and draw logical conclusions from what they have observed and investigated.
Biodiversity and Sustainability
We will measure and improve biodiversity in school by discussing current events in science lessons which link to climate change. We will promote investigations that allow pupils to engage in biodiversity mapping and increase the awareness in species diversity. We will work with the local community to support projects that promote biodiversity and sustainability. We will engage as a school with the UN sustainability goals. Through our science lessons we will promote a greener world by informing children of global and local environmental problems. This will allow them to be more passionate about the natural world and help them to understand what we can do to protect it in the future. Throughout the year, science units will include a biodiversity and sustainability learning opportunity for children to dive deeper in their understanding of current issues. We will aim to encourage children to join eco-clubs and expose them to sustainable food choices, recycling and greener energy sources. This will be done in an inclusive and encouraging way.
Enrichment
At Fell Dyke we strive to enrich the curriculum through educational visits, assemblies, a calendar of events, workshops and visitors. Educational visits are used as opportunities to further develop children’s scientific understanding and these include visits to farms, to the countryside and to museums. Assemblies are conducted throughout the school year and promote a love of learning in science. Throughout the year, science is promoted through celebrations of key scientific figures, key dates and themed weeks. STEM week aims to promote the scientific capital that children will need to grow into well-rounded individuals with a knowledge of science, technology, engineering and maths and how those subjects build on one another. During the year, visitors from different industries, jobs and sectors of the community are invited to share their knowledge and experience to give children a real-world view of science in action. We use our STEM ambassadors to promote careers, cross-curricular links and community collaboration through talks, workshops and practical activities.
Knowledge, Progress and Assessment
On leaving Fell Dyke, at the end of Year 6 we would expect children to have acquired a good foundation of science knowledge and skills. We have assessment criteria matched to the curriculum in order to ensure children have the required knowledge, skills and processes expected of them at the end of each key stage. This is in line with the statutory requirements of the national curriculum.