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Science

Science at Stondon Lower


At Stondon Lower teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;

  • Science will be taught in planned and arranged topic blocks by the class teacher, with a project-based approach that facilitates progression and depth.
  • Planning involves creating engaging lessons, which develops and celebrates children’s curiosity, promotes problem solving and creates opportunities for children to apply the five enquiry strategies of research, pattern seeking, fair testing, observation over time and classification and identification.
  • Resources are sourced to aid understanding of conceptual knowledge and develop children’s ability to use scientific tools safely, purposefully and effectively.
  • Children are encouraged to ask their own questions and given opportunities to use their scientific skills and research to discover the answers. Teachers use thought provoking tools, such as Concept Cartoons and precise questioning in class to test conceptual knowledge and skills; and assess children regularly to identify those children with gaps in learning, so that all children keep up.
  • Teachers will build upon the learning and skill development of the previous years, and facilitate opportunities for children to explicitly recognise and link prior learning. As the    knowledge and understanding increases, they will become more proficient in planning enquiries,  selecting and using scientific equipment, collating and interpreting results and become increasingly confident in their growing ability to draw and document conclusions based on real evidence.
  • Working Scientifically skills are embedded into all science lessons and teachers actively identify opportunities to apply these skills across the curriculum to explicitly highlight links between learning.
  • Children are encouraged to learn independently and through collaboration with their peers.  They learn to express their observations and thinking verbally, and in written format. They will build a complex scientific vocabulary and will be encouraged to record outcomes and concepts .
  • Challenge is embedded into all learning as concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.
  • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding.
  • Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning both internally and within the wider community.   Teachers    access workshops with experts and develop children’s understanding of significant scientific leaders and their innovations to facilitate their understanding of how science impacts on their daily lives.
  • Children are offered a range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.

Assemblies are used to introduce and explore current scientific issues and regular events, such Science Week or project days, allow all pupils to come off-timetable, to provide    broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.


The federation aspires to deliver a high quality, well thought out and planned curriculum which clearly demonstrates progression and provides children with the curiosity, foundations and knowledge to explore and understand our world.  

Engagement with the local environment enhances children’s learning experiences, and promotes continuous learning and engagement within the wider community.

 

Children understand how we interact with our environment, how science has evolved, changes live, and is vital to the world’s future prosperity. 

 

Working with professionals from a variety of industries, children have access to positive role models within the field of science and suggest the possibilities of careers in science.

 

Children within the federation have a positive attitude to science and feel equipped and aspired to achieve.  This results in motivated learners with sound scientific understanding. 

 

If children are working in line or above the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

 

  • A reflection on standards achieved against the planned outcomes (KPI’s);
  • A celebration of learning for each term which demonstrates progression across the school;
  • Tracking of knowledge in pre and post learning quizzes;
  • Pupil discussions about their learning;