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Felbridge Primary School

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Science

Science at Felbridge

 

What are we aiming for?

At Felbridge Primary School we want our children to be naturally curious about the world around them and to feel a sense of awe and wonder about natural phenomena. We feel it is beneficial for our children to recognise the importance of science in all aspects of daily life. Our aim is to provide a science curriculum which enables our pupils to confidently explore and discover the world around them, in order that they have a deeper understanding of the world in which we live. We want our children to respect all living organisms. We want our children to be curious and ask questions.

 

How we will achieve our aims

  • At Felbridge, science is taught across a two-year rolling curriculum. As a one-form entry school, this approach allows teachers to work collaboratively (Years 1 and 2/Years 3 and 4/Years 5 and 6) to plan and resource lessons. Year R also work with Year 1 so that the aims of the EYFS flow naturally into the National Curriculum years. The outcomes of each lesson meet the year group’s expectations. (See our Long Term Overview below)
  • Science is taught in weekly sessions that focus around a particular topic/unit of study, which lasts between 6 and 12 weeks. Many units are revisited and built on in other year groups. The unit, ‘Animals including Humans’ is taught in every year group from Years 1-6.
  • We follow the Hamilton Trust cross-curricular plans which are carefully cross referenced with the National Curriculum. However, teachers are in no way restricted to these and are encouraged to make use of other high-quality resources, in order that the most appropriate resource is used to aid the children’s learning.
  • Where appropriate, we use a cross curricular approach to science. We believe that this helps our children to make links between science and ‘real life’ and other areas of their learning. A cross-curricular approach allows us to fully immerse our children in their science learning which in turn results in greater enthusiasm for, and interest in, the subject.
  • Where possible, we ensure that our science lessons provide lots of exciting, practical, hands-on activities and investigations where they are given the opportunity to explore, discover and gain scientific knowledge. We know that when children physically experience their learning, it is both more meaningful and memorable.
  • We are very fortunate to have school grounds which include both a woodland area and a pond, both of which are used to enhance the children’s scientific learning experiences. We strongly encourage our children to be curious and to ask questions.
  • To further enrich our science curriculum, we have an annual science week, with a whole school learning focus, additional activities / learning opportunities and visitors to the school who provide exciting assemblies and hands on workshops for the children. Where possible, we arrange science focused trips.
  • There is a steady progression of skills from Reception to Year 6 with a leading strand of Scientific enquiry throughout. Children are encouraged to pose questions, plan and carry out investigations independently and work as part of a group.

 

We frequently highlight the ‘working scientifically’ skills to our children – all classes have an age-appropriate working scientifically skills sheet, either displayed in class or in children’s books, with which they are very familiar.

How does science at Felbridge Primary School promote diversity?

  • We have high expectations of all children, regardless of gender
  • When discussing science in relation to future jobs / careers, we emphasise that all jobs / careers are possible for both genders and that it is not necessary to follow a traditional career path
  • Children learn about a variety of famous scientists, of both genders and of a variety of nationalities

 

How does science at Felbridge help children develop an understanding of SMSC?

  • Social – children of all abilities work together to support each other’s learning
  • Social – working in pairs / small groups encourages working as part of a team
  • Social – asking for and accepting help from others
  • Moral – supporting and encouraging peers in their learning
  • Moral – offering praise and celebrating the achievements of others
  • Moral – testing theories and hypotheses. Should we or shouldn’t we conduct an investigation?
  • Spiritual – awe and wonder e.g. understanding a new concept / discovering something new
  • Spiritual – receiving praise from others
  • Spiritual – a sense of pride and achievement when understanding a new concept
  • Cultural – learning about the world around you and the impact that we have on the world

 

How does science at Felbridge Primary School ensure that pupil premium, SEND and other disadvantaged children can fully access the curriculum?

  • TAs and LSAs support in lessons
  • Scribing
  • Work is appropriately differentiated
  • Differentiated questioning
  • Support for teachers from external agencies, e.g. speech and language

 

What will our approach result in?

The impact of our science curriculum is monitored and evaluated in a variety of ways, to ensure that it is effective and meets the needs of all children:

  • All children have excellent behaviour for, and attitudes towards, learning in science
  • All children are able to communicate their scientific knowledge and understanding confidently and effectively and use this knowledge when investigating
  • All children are able to ask questions in science and to further develop their scientific understanding through this approach
  • All children are very familiar with the ‘working scientifically’ skills appropriate to their age
  • Ongoing formative assessments show that children are achieving learning objectives and that some children have explored areas of science at a greater depth
  • Year 6 children are ready for the next stage of their scientific journey at secondary school.

Our Long Term Plan

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