The Importance of Primary Science
Primary science teaching is essential to developing children’s cultural capital from a young age. It offers children the opportunity to increase their overall understanding of how and why things work. Science teaches children about the world around them and helps them make connections. From the human body to methods of transportation, science can explain the mechanics and reasons behind complex systems. This knowledge can be used to understand new concepts, make informed decisions, understand the past and future and support children to pursue new interests. We promote opportunities for hands-on practical science that can provide tactile or visible proof of many facts we see in books, on TV and through the internet. This helps children to increase their understanding in science and retain information better.
Our Ambition
We aim for children to develop:
- Knowledge across science disciplines that they can apply across contexts
- The ability to think independently, to raise questions and to develop an understanding of working scientifically
- Confidence and competence in the full range of practical skills for example, planning and carrying out scientific investigations.
- Knowledge and understanding which they can demonstrate in pictorial, written and verbal explanations
- Originality, imagination or innovation in science
- A passion for science
- Knowledge of ‘The Greats’ and the historical and cultural significance of science and its application in past, present and future technologies.
- The concept of scientists as agents of change
We have an ambitious and engaging science curriculum organised into mini projects within larger cross curricular themes. For example in Year 4 children learn about ‘States of Matter’ with their project ‘Misty Mountain, Winding River’ and in Year 6 they learn about ‘Classification, Adaption and Evolution’ within their project ‘Frozen Kingdoms’. We use practical enquiry as much as possible.
We ensure complete coverage of all national curriculum programmes of study through a carefully sequenced and progressive scheme (Cornerstones). We build children’s substantive knowledge, disciplinary knowledge, vocabulary and understanding of concepts securely by following the structure provided.
More specifically, disciplinary knowledge is developed through six science enquiry types:
- comparative/fair testing
- research
- observation over time
- pattern-seeking
- identifying, grouping and classification
- problem-solving
We adapt the curriculum to create our own engaging and deeper learning experiences. In line with the schemes provided, we have created our own tailormade sequence of essential knowledge questions and vocabulary made explicit through sequenced knowledge organisers. These are used in every lesson to engage the children’s thinking, give opportunities for them to revisit and revise their learning and as a tool for assessment.
In our ambition for all children, we adapted the cornerstones curriculum further to meet the requirements of our context. We have analysed the differing needs of disadvantaged, SEN, EAL and most able learners, creating a low threshold, high ceiling learning platform that offers breadth as well as depth of learning.
The science curriculum is delivered through high quality teaching, drawing on best practice by using the most effective strategies and appropriate resources to support and challenge all learners (see Teaching and Learning). We can be ambitious for all learners because know what they need to be successful. Teachers subject knowledge in science is supported by a programme of continuous professional development.
Most science is taught through weekly science lessons. All lessons include an element of scientific enquiry made explicit through our essential learning questions. The school is well equipped with appropriate practical resources to support the curriculum. Additional adults are deployed in lessons to promote engagement, to develop language and to provoke deeper learning.
Where possible, we make meaningful links to other curriculum disciplines. For example, in Year 3, the projects ‘Plant Nutrition and Reproduction’ and ‘Light and Shadows’ are taught alongside the design and technology project ‘Greenhouse’ and the art and design project ‘Beautiful Botanicals’. These links allow for children to embed their knowledge in new and often real-life contexts. The use of technology is integrated into our science schemes of work.
Alongside class based lessons, we provide opportunities for children to take their learning outside and offsite. This deepens their knowledge and broadens their understanding further. Our site offers an outdoor classroom, a weights and pulley area, a sandpit, a mud kitchen, a pond and numerous trees and plants. We are also surrounded by Oxford’s great institutions and landmarks such as the canal, Port Meadow, the Natural History Museum and the History of Science Museum, all within easy walking distance.
Each year we host ‘The Great St Barnabas Egg Race’, to develop children’s application of science to technology and an annual ‘Science Fair’ to give children opportunities to create science investigations for others.
The impact of the curriculum is evaluated through continuous and systematic assessment and monitoring. Children’s learning is assessed throughout lessons so that teachers can quickly identify misconceptions and give further support or challenge when needed. At the end of each unit of teaching, children’s knowledge is assessed against the essential knowledge questions. Parents are informed of their children’s learning in science through parent meetings and the annual report to parents.
The subject leader monitors the impact of curriculum using assessment information, by observing teaching, by looking at children’s work and by talking to children and teachers. The link governor monitors the work of the subject leader through visits, presentations, workshops and by talking to the children.
Further information can be found follow the link below.
Cornerstones Curriculum Overview – Science