"I have no special talents, I am only passionately curious."
Albert Einstein
Intent
To make learning as interesting, meaningful and engaging as possible, we have a Curious Curriculum. This is a knowledge based curriculum with each theme and subsequent lesson starting with an enquiry question. Children are active participants in their learning journey; we promote skills in creativity and develop critical thinking by following a line of enquiry.
Our main aim is to develop children’s knowledge, skills, and understanding, as well as a sense of wonder and enjoyment of the world through Science. We encourage children to explore their curiosities and theories relating to Scientific knowledge. We strive to incorporate Science across the curriculum, linking themes from other topics or organised days, events and trips to the subject. Our curriculum aims to broaden the children's scientific view of, and respect for the world around them, whilst promoting a love for enquiry and a desire for exploring new things.
We aspire for our children to experience and observe phenomena and look more closely at the natural and humanly constructed world around them. They are encouraged to be curious and ask questions about what they notice. They develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions.
Our curriculum is ambitious and designed to give all pupils, particularly children with SEND the knowledge they need to succeed in life. Learning is adapted to be ambitious yet allows children to develop their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence. Universal Provision strategies are implemented to scaffold and support learning.
Implementation
At Warbstow our science is taught through first-hand practical experiences, whole-class and small group teaching, while at other times we engage the children in an enquiry-based research activity. We encourage the children to ask, as well as answer, scientific questions. Wherever possible, we involve the pupils in practical activities as these increase enthusiasm and motivation and provide first-hand experience.
A variety of assessment approaches are used from observations, marking, white board ‘show me’ and informal assessments. This informs future planning, ensures any misconceptions are responded to and sets the pace of learning appropriately.
EYFS
Children explore the natural world around them, making observations of animals and plants. They understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. Science gives children the opportunities to find out and gather experiences which they need to understand the world in which we live.
Key Stage One and Two
We ensure that sufficient time is given to Science, in order to enable pupils to meet the expectations set out in the National Curriculum programme of study. The Science curriculum is coherent and shows progression, allowing time for children to develop and build on their scientific, curious, investigative and reflection skills.
Children have the opportunity to use a variety of data, such as statistics, graphs, pictures, and photographs. We provide engaging learning opportunities for all children by:
- Setting tasks of increasing difficulty
- Providing resources of different complexity.
- Providing challenges designed to allow the children to reflect and think deeper about their learning.
- Asking open ended questions, encouraging the skills of enquiry and investigation
They also begin to recognise that scientific ideas change and develop over time. They select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. ‘Working and thinking scientifically’ should always be referenced and clearly related to science content in the programme of study. Pupils read, spell and pronounce scientific vocabulary correctly.
Impact
Impact is measured not only by formal results and progress, but also by retention of knowledge and skills, the level of engagement and enjoyment, appropriate use of scientific vocabulary and children's confidence to explore independently, raise questions about work scientifically. Demonstrating a confidence and competence in a range of practical skills, to plan and carry out and evaluate scientific investigations.
Allowing children to develop a passion for science and its links to our everyday lives and its application in past, present and future technologies.
