Christ Church CE Primary School
'Let your light shine' Matthew 5:16
At Christ Church, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires.
The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.
At Christ Church, in conjunction with the aims of the National Curriculum, our Science teaching offers opportunities for children to:
The National Curriculum will provide a structure and skill development for the Science curriculum being taught throughout the school, which is now linked, where possible to the theme projects to provide a creative scheme of work, which reflects a balanced programme of study.
At Christ Church School, children have weekly lessons in Science throughout Key Stage 1 and 2, using various programmes of study and resources. In the Foundation Stage, Science is taught through the Knowledge and understanding of the World strand, where children learn about the world around them through play.
Additional opportunities are provided in Science, such as Science workshops; STEM days working with Science Ambassadors; online Science days such as the Science Farm Live put on by the National Farmers Union; activities linked to National Science week; World Ocean Day who encourage involvement in local beach cleans and investigating microplastics; educational visits linked to the Science curriculum, such as visits to We the Curious in Bristol, The Planetarium, Noah’s Ark, The Bristol Zoo Project, and visitors to school. Over the next year, we will be working with the children and Eco-Councillors on creating a new wild space in our school for butterflies, moths and other pollinators.
Implementation:
The teaching of Science will be a balance between knowledge and skills in most lessons where possible. This will include a practical and a hands on approach using a range of resources wherever suitable. So that Science is accessible to all children and encompasses all abilities and needs, we provide differentiated questioning and support within lessons and it is encouraged for Science to be hands on and collaborative wherever possible. Our Learning Organisers, Vocabulary Progression, Key Performance Indicators (KPIs) and KMAT Milestones, enable every child to be challenged appropriate to their need.
The Early Years Foundation Stage Curriculum supports our children’s understanding of Science through the planning and teaching of ‘Understanding the World.’ Children find out about objects, materials and living things using all of their senses looking at similarities, differences, patterns and change. Both the environment and staff foster curiosity and encourage explorative play. Children are motivated to ask questions about why things happen and how things work. Our children are encouraged to use their natural environment around them to explore. Children enjoy spending time outdoors exploring mini-beasts and their habitats, observing the changing seasons, plants and animals.
In KS1, children continue to build on their Science knowledge with more formal weekly Science lessons, where they are taught to use the following practical scientific methods, processes and skills: asking simple questions and recognising that they can be answered in different ways; observing closely, using simple equipment; performing simple tests; identifying and classifying; using their observations and ideas to suggest answers to questions and gathering and recording data to help in answering questions.
Moving in to KS2, children are to use the following practical scientific methods, processes and skills: asking relevant questions and using different types of scientific enquiries to answer them; setting up simple practical enquiries, comparative and fair tests; making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers; gathering, recording, classifying and presenting data in a variety of ways to help in answering questions; recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables to report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions; using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions; identifying differences, similarities or changes related to simple scientific ideas and processes and using straightforward scientific evidence to answer questions or to support their findings.
Impact:
The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. Through various workshops, trips and interactions with experts our Science curriculum will lead pupils to be enthusiastic Science learners.
All children will have:
· A wider variety of skills linked to both scientific knowledge and understanding, and scientific
enquiry/investigative skills;
· A richer vocabulary which will enable them to articulate their understanding of taught concepts;
· High aspirations, which will see them through to further study, work and a successful adult life;
· An enthusiasm for the subject to be carried forward into their next step in their learning.
STEM DAY
On Wednesday 13th March 2024, the whole school were involved in a STEM day, with the eggstremely eggciting highlight being our 'Egg drop' challenge. Each class worked in teams of three, to design and make a contraption that had to protect an uncooked egg from breaking, when dropped from Mr James' upstairs office window. There were lots of creative ideas. Some groups wrapped the egg in many layers of bubble wrap, fabrics, or empty boxes to soften the landing. Others created a protective cage around the outside of their egg using lolly sticks, or straws. Some groups designed parachutes to slow the descent of the egg. There were contraptions that used a mixture of ideas. The excitement grew as the protective contraptions were put to the test, being dropped from the second floor window. Mr James helped to check the eggs after they had landed on the playground below, and to our surprise, nearly all of the eggs survived the drop. Everyone thoroughly enjoyed the challenge and the teamwork was amazing. Well done to all our Christ Church designers, engineers and scientists!!!
EYFS