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St Mary's FieldsPrimary School

Ensuring that each child reaches their potential and develops an enthusiasm for lifelong learning

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Science

Intent Statement

With a focus on child-led investigative learning, our curriculum gives pupils the scientific knowledge, skills and understanding needed to serve them in the next stage of their education. Learning is guided by the child, building upon a natural curiosity about the environment and the world around them. This curiosity should be nurtured, sustained and facilitated, allowing children to ask their own questions and find their own answers.

 

Implementation
‘Working scientifically’ skills are put at the heart of planning and lesson delivery in science. Where possible, children should ‘find out for themselves’ through independent or guided investigative work. Links should be highlighted and made, where children increasingly connect skills and knowledge through the primary years. Where the planning, recording and evaluation of results are equally as important as practical work in science, students should take pride in their written work and see the value in the writing process. Pupils should have a voice, and where appropriate should increasingly contribute towards the planning and method setting stages of investigations. Scaffolded at first, these stabilisers should be gradually pulled away through the primary years to promote independent thinking.


Implementation
‘Working scientifically’ skills are put at the heart of planning and lesson delivery in science. Where possible, children should ‘find out for themselves’ through independent or guided investigative work. Links should be highlighted and made, where children increasingly connect skills and knowledge through the primary years. Where the planning, recording and evaluation of results are equally as important as practical work in science, students should take pride in their written work and see the value in the writing process. Pupils should have a voice, and where appropriate should increasingly contribute towards the planning and method setting stages of investigations. Scaffolded at first, these stabilisers should be gradually pulled away through the primary years to promote independent thinking.


Impact
Children leave primary education as inquisitive, adaptive, analytical scientists of the future. They have an independence that allows them to ask their own questions and seek their own answers. Pride is taken in their work, with an understanding of the value of the processes of science. Nurturing of the child’s natural curiosity means that children ask their own questions about the world, and have the skills and knowledge base to answer them independently. Children can work accurately and patiently, using learnt skills to perform carefully considered, well thought-out fair tests to answer a set hypothesis. Most children will leave primary school having achieved the expected standard in science or above.
Children leave primary education as inquisitive, adaptive, analytical scientists of the future. They have an independence that allows them to ask their own questions and seek their own answers. Pride is taken in their work, with an understanding of the value of the processes of science. Nurturing of the child’s natural curiosity means that children ask their own questions about the world, and have the skills and knowledge base to answer them independently. Children can work accurately and patiently, using learnt skills to perform carefully considered, well thought-out fair tests to answer a set hypothesis. Most children will leave primary school having achieved the expected standard in science or above.

 

 

 

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