Being a Scientist 

Intent

Science is central to many aspects of life and children should be encouraged to look at the world as scientists. We want all children to: develop their curiosity, observation, questioning and reasoning skills through investigating problems, learning how science works and discovering why science matters in the world.

Our science curriculum will encourage children to adopt a responsible attitude towards their increasing scientific substantive knowledge and disciplinary knowledge.  Our curriculum is authentically pieced together, meaning the children, through scientific enquiry and wider STEM experiences, take inspiration from other scientists, to want to find out more and know more. 

What is the point of being a scientist?

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Implementation

The acquisition of key scientific knowledge is an integral part of our science lessons. Linked knowledge organisers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit. The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons.

At Stickland’s Primary School 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 will be taught in planned, and arranged, topic blocks by the class teacher. Our strategy is to enable all children to be catered for through adapted planning suited to their abilities

• We plan for problem solving and real life opportunities that enable 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 practical, engaging lessons with opportunities for precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning.

• Our curriculum is progressive. We build upon the learning and skill development of the previous years, which is tested through our ‘pre-learning quizzes’ where teachers can identify misconceptions that need addressing.

• 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.   The ‘Working scientifically’ symbols are used throughout other lessons too to deepen their understanding of these skills and approaches.

• 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.

Impact

The successful approach to the teaching of science at Stickland’s results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. So much of science lends itself to outdoor learning, and so we provide children with opportunities to experience this. Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes towards Science, to assess the children’s enjoyment of science, and to motivate learners.