"We are scientists..."
At Wrington C of E Primary School we recognise the importance of science in everyday life and aim to nurture children’s natural interest, curiosity and excitement about the world in which they live, whilst fostering a respect for the environment. At the heart of our science curriculum is our dedication to upholding our school vision.
Our vision is for our school community to...
...nurture compassion, integrity, curiosity, wisdom and a life-long love of learning founded on Christian values as we grow and flourish together.
We understand that we live in an increasingly scientific and technological age, where all children, regardless of race, gender, culture or class, need to be given equal opportunities to develop their scientific knowledge, skills and attitudes. This will ensure they obtain the cultural capital necessary to become successful, educated citizens.
"Education is not the learning of facts, but the training of the mind to think." – Albert Einstein
To ensure children receive a comprehensive and progressive science curriculum, we follow a clear, planned and sequenced scheme of work underpinned by the National Curriculum. Our curriculum is designed to promote in-depth understanding of scientific concepts through varied opportunities for knowledge acquisition, scientific enquiry and first-hand experiences.
We believe science encompasses the acquisition, recall and integration of knowledge, concepts and skills alongside the development of positive attitudes.
Through our sequenced curriculum, prior learning is built upon and children are supported to make links in their science understanding and across other curriculum areas. Teachers plan exciting and engaging lessons and sessions are differentiated to provide appropriate levels of support and challenge to ensure every child succeeds. We use a wide range of resources (digital and physical) to enhance lessons and provide stimulating learning experiences and purposeful learning environments.
We treasure our well-stocked library as an additional source of scientific resources and value the use of high quality non-fiction texts in, not only the teaching of science, but also in the teaching of reading. ‘Knowledge Organisers’ are being trialed in classes as a tool to support children in retaining and retrieving knowledge for life-long learning.
Teachers take opportunities to check understanding, identify misconceptions, give feedback and adapt their teaching accordingly. Assessment for Learning is a key feature of our school and allows us to formatively assess on a regular basis.
" The scientist is not a person who gives the right answers; he is one who asks the right questions." – Claude Levi-Strauss
As part of our science entitlement, we also encourage opportunities for questioning and discussion as we believe science promotes communication in a specific and precise language involving mathematical and logical thinking. It allows children to develop ways of finding out for themselves, encourages them to be open-minded and gives them practice in collaborative work and problem solving.
School trips and visits are carefully planned to broaden children's experiences and ensure maximum learning opportunities to secure and deepen their knowledge and understanding. We also seek opportunities to take part in competitive and collaborative events with other schools.
Our teachers have been supported in their science subject knowledge through various CPD opportunities which have included staff meetings, INSETs, visiting speakers, updates and curriculum reviews. We also use Reach Out CPD which offers staff the ability to refresh their science knowledge through online twenty-minute courses. Alongside this, we use resources from The Ogden Trust to support teachers in encouraging children to ask ‘big’ questions.
The Early Years Foundation Stage Curriculum supports children’s understanding of Science through the planning and teaching of ‘Understanding the World.’ Children learn through planned purposeful activities, both teacher led, and child initiated. We promote curiosity and children are motivated to ask questions, and deepen their learning connections.Children find out about objects, materials and living things by exploring and using all of their senses, looking at similarities, differences, patterns and change in the natural world around them. Our children also have access to the school field and ecological areas, where they can enjoy exploring mini-beasts, local wildlife and their habitats and observe the changing seasons, plants and animals. In Reception class children are actively involved in planting and developing their outdoor area, as well using the large sandpit and water exploration areas to explore liquids, solids and forces. Children use small world resources, such as artic creatures and ice, and role play, for example being rainforest explorers, to share the knowledge they have gained and to extend their learning experiences. Children regularly participate in cookery and baking sessions which allows them to experience changes in state as ingredients are mixed, heated and cooled.
The impact of this engaging Curriculum design is that pupils are enthusiastic learners, understanding that science has changed our lives and that it is vital to the world’s future prosperity. We want to empower our children to see themselves as scientists and understand that they have the capability to change the world. This is evidenced in a range of ways:
- Pupils being highly engaged in their Science learning and asking questions to find out more
- Pupils being able to share their knowledge, skills and enthusiasm through their pupil voice
- Pupils’ work in books showing clear progression of scientific skills and knowledge
- Pupils being able to articulate their learning and use scientific vocabulary confidently
- Children demonstrate respect for their environment, encouraged by our focus on the Global Goals
- The school environment reflects the inspiring Science curriculum through displays, photographs and resources.
- Children are inspired to pursue a wide range of interests in STEM subjects now, and in the future, when they consider career choices.