Science

At Tywardreath School, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires.

We encourage children to be inquisitive throughout their time at the school and beyond. The Science Curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that have been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings.

We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.

Implementation

Our science curriculum is designed to inspire and develop high aspirations in all of our children so that they have the confidence and abilities to be the best they can be.

Teachers will create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils 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 and will link across the curriculum. This strategy will give all pupils the opportunities to apply their knowledge and skills and so develop a greater depth of understanding. By carefully planning sequences of lessons where there is a clear progression of skills, knowledge and vocabulary pupils are able to build on previous learning by making explicit links and so remember more.


● Prior knowledge is activated at the beginning of each science  topic and  at the start of each lesson so that pupils can build upon what they know. By sharing and discussing  the sequence of learning with the children and the end point of the topic we are able to be incorporate the pupil's interests and so enhance their engagement. 


● Through our planning, we involve problem solving opportunities that allow children to apply their knowledge, and find out answers 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 engaging lessons, involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion.


● We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.


● Working Scientifically skills are embedded into lessons to ensure that skills are systematically 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.


● 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.


● Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.

 

● Regular events, such as Science Week or project days, such as Nature Day, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.

● At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.

Impact

The approach at Tywardreath Primary results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world. It prepares our children for life in an increasingly scientific and technological world today and in the future. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. So much of science lends itself to outdoor learning and so we provide children with opportunities to experience this. Through various workshops, trips and interactions with experts and local charities, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity.
Children learn the possibilities for careers in science as a result of our community links and connection with national agencies such as the STEM association. Pupil voice is used to further develop the Science curriculum, through questioning of pupil’s views and attitudes to Science to support the children’s enjoyment of science and to motivate learners.

 

Pupil’s history knowledge is assessed at the end of each topic. We use a range of assessment for learning strategies including:

• Formative assessment during lessons which can include, questioning, feedback and peer assessment, low stake quizzing and using knowledge organiser facts.
• Teacher Assessments in Primary Science (TAPS)

Monitoring

 Monitoring by our science lead includes:

• Pupil voice
• Teacher consultation/questionnaires
• Book looks
• Evidence of workshops/staff meetings.
• WOW Days and Fantastic Finales.