I am among those who think that science has great beauty. A scientist in his laboratory is not only a technician: he is also a child placed before natural phenomena which impress him like a fairytale.
We believe that great scientists are great thinkers; full of imagination and curiosity to seek answers to questions seen around them. We aim through our science teaching to build on our pupils natural curiosity and wonder of the world around them, enabling them to build skills in posing questions , investigating with increased understanding of correct technique and a knowledge of how to analyse their results. Through purposeful, imaginative and accurate lessons pupils will have exposure to scientific knowledge to understand both the uses and implications of science, today and in the future.
Science is taught throughout all year groups. The aims and objectives from the National Curriculum have been taken and covered through our four year rolling long term plan which aims, whenever possible, to derive and relate to other curriculum areas to provide pupils with a more in depth and cohesive view of their areas of learning.
Pupils are taught to understand and use correct scientific vocabulary based on the objectives and skills being taught and practical ‘hands on’ learning is encouraged whenever possible. Teaching allows for a wide range of scientific enquiry, including pattern seeking, observation over time, classifying and grouping, undertaking comparative and fair testing, and researching using secondary sources.
Opportunities for outdoor learning will be provided when possible.
Developing skills such as questioning, observing, gathering and recording data, and drawing conclusions are encouraged in every learning area in every year group.
The Big Ideas
The Big Ideas of Science are recurring themes that appear throughout the curriculum. Each learning area that is taught will link to a ‘Big Idea’. The ‘Big Ideas’ focus on the 4 main components of scientific knowledge: Physics, Chemistry, Biology and Earth Science.
Main Elements of Teaching
Every area investigated has a medium term template below it that teachers are to refer to throughout planning and teaching. We have, as a school, decided to adopt these to base on our planning due to the clarity of the overview that supports our mixed age classes with the focus on questioning and enquiry.
The medium term overviews reference:
- Sticky knowledge (what are key areas to remember)
- Prior learning (to check before commencing area)
- Future learning
- Key scientists
- Key Questions
- Enquiry Questions
- Big question (can be used as assessment to check on knowledge gained)
Design and Technology
Design is not just what it looks like and feels like. Design is how it works.
Through the teaching of Design and Technology we want our pupils to become astute and informed future consumers and potential innovators of tomorrows world. In projects pupils will be supported to combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industrial practices. They will be encouraged to reflect on and evaluate present and past design and technology, its uses and its impacts and from this reflection and evaluation question how objects work and their purpose.
Design and Technology is taught throughout the school to all year groups. The aims and objectives from the 2014 National Curriculum have been taken and covered through our four year rolling long term plan which aims, whenever possible, to derive and relate to other curriculum areas to provide pupils with a more in depth and cohesive view of their areas of learning.
As a school we have chosen to use the Kapow scheme of Learning for Design and Technology, and have arranged the use of their materials within our four year rolling plan. The scheme maps out carefully knowledge and skills so that we can ensure our pupils have the best journey throughout.
The Design and technology scheme of work aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.
Our Design and technology scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum. EYFS (Reception) units provide opportunities for pupils’ to work towards the Development matters statements and the Early Learning Goals.
Below is an example of progression throughout the school in textiles. From Key Stage 1 where they created their own dresses for a fairytale topic, to Key Stage 2 where pupils fully engaged with the design process, adapting, trialing, and making using patterns created by themselves. All pupils reflected and evaluated during the process as well as on their final piece.