SCIENCE AT BRIGSTOCK SCHOOL
Forward thinking and creative, valuing faith, tradition, community and achievement.
We aim to be a nurturing, creative school at the heart of our community, where all are enabled to achieve their best. We celebrate our differences, we value each individual and we encourage kindness and respect from all.
Our Christian values underpin all our learning, and the depth and breadth of our curriculum enriches our children and enables them to embrace ‘Life in all its Fullness’. (John 10:10)
Too often in Primary schools, science can be marginalised due to the nature of Key Stage 1 and 2 SATs testing. It’s a core subject but can easily become the forgotten. We strive to make our science teaching and learning exciting, memorable and creative! We want our pupils to know how important the subject is by experiencing great learning opportunities indoors and outdoors.
Our science curriculum is shaped by the National Curriculum for Science, our values and the ethos at Brigstock Latham’s Primary school, as well as our bespoke curriculum. We aim to equip our pupils with key skills, knowledge and vocabulary by driving possibilities, diversity and initiative. Our focus is to provide our pupils with the best start to their science learning to ensure they’re confident in working scientifically as well as having learnt the content.
Our science is taught through a questioning approach to explore and deepen children’s understanding. When the children are working Scientifically, there will be a focus on one of the following areas: observing, classifying, finding patterns, research and fair testing. Our bespoke curriculum encourages cross-curricular links.
Key skills and knowledge are taught in weekly science lessons that are a balance of scientific knowledge and practical skills. Progression is mapped out across year groups from EYFS through to year 6, to meet each year groups learning objects as set by the National Curriculum 2014.
Each year group teacher will choose content to work with their topic theme where possible and match it with the appropriate skills to learn using the progression steps to guide them. Sequences of lessons are planned, and progression mapping indicates progress made through differentiation for each learning objective within and across year groups. As well as the content and progression grids, there is also a science curriculum overview which shows what science topics are being taught and when.
Teachers plan for equipping children with sticky knowledge and key skills using questioning and discussion. Some of our science is revisited across the year. Examples of this type of longitudinal learning are seasonal changes. Teachers also provide learning to support our curriculum drivers – Possibilities, Diversity and Initiative. Examples of this in action are the use of our school grounds and village to observe seasonal changes.
Staff are equipped with a wide range of resources to support the science curriculum which are audited regularly and any resources required are ordered as necessary.
The impact of our science curriculum is measured through our monitoring cycle. This includes book looks and progression monitoring, learning walks, pupil voice, planning scrutiny and curriculum intent reviews. Once reviewed, discussion and action points are put into place to produce best practise.
We assess and track science against learning objectives for each content area as well as working scientifically. Assessment grids are found with science learning books.
Below is an outline of the impact we are looking for in our pupils in the curriculum area of science:
- Children who are knowledgeable about scientific content they have been taught (plants, the human body, electricity, light etc.)
- Children who can confidently use scientific vocabulary taught.
- Children who continually develop and display the ability to work scientifically by observing, classifying, finding patterns, research and fair testing.
- Children who can set up an investigation/fair test through scientific thinking.
- Children who can create scientific questions to further their learning.
- Children who are excited and engaged about their science learning.
- Children who can describe a scientific phenomenon or how something works through an explanation.
- Children who can make cross-curricular links.
- Children who can present science learning using maths and literacy skills