Subject Leader : Faustina Adjaye

"The scientist is not a person who gives the right answers; he’s one who asks the right questions." -  Claude Levi-Strauss

CURIOSITY                                  QUESTIONING                               PREDICTING

INTENT

At Holy Trinity Primary, it is our endeavour to provide a high quality science education. It is our aim to develop and provide children’s curiosity with the foundations they need to recognise the importance of science in every aspect of daily life. We aim for our children to be confident, appreciate how science has changed the lives of human beings, and know that it is vital to the world’s future. Therefore, all pupils will be taught through a hands-on, enquiry-based curriculum, which promotes questioning, challenge, working practically, investigating, evaluating, predicting, working independently and using scientific vocabulary.

IMPLEMENTATION

At Holy Trinity, we use the White Rose Scheme for science as it has clearly indicated a progression in the key scientific knowledge and concepts, from EYFS to Year 6. The children will experience a range of activities in science lessons which will develop both their scientific understanding and their mastery of the nature, processes and method of science.

The key to the success is a small step approach; essential aspects of key stage science are broken down into easily digestible chunks.

Through experiment, practice and discussion, children gain core knowledge around:

• Scientific vocabulary
• ‘Working scientifically’ skills including systematic and careful observations and following practical scientific methods
• The gathering and interpretation of straightforward scientific evidence
• The use of everyday materials and scientific equipment to solve science problems
• Articulating scientific concepts and using five types of science enquiries

IMPACT

To ensure consistency throughout the school, leaders ensure that:

· Staff receive support with the delivery of science when and where needed.

· Topics are reviewed to meet the needs of pupils to ensure they are relevant and motivating.

· Links are made with other curriculum areas when and where possible.

· Book looks and half termly pupil voice takes place to ensure consistency and provide clear next steps.

· Learning walks provide opportunities for both formal and informal feedback.

· Regular investment in up to date resources.

As a result of this, pupils make good progress from their starting points and teaching and learning is consistent.