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Science

 

The Subject Leader for Science is Miss A Frith

Science Statement of Intent

We aim to equip pupils with knowledge, skills and understanding as set out in the NC science POS. Children will know more and remember more. We use progression grids to ensure that prior knowledge, skills and vocabulary are built upon in subsequent year groups. Teachers then use these progression grids in order to map this into a long term plan for their year group in the specific subject area. Once this is done, teachers then plan at a more detailed level the sequencing of content to be taught across each unit.

At South Hiendley Primary School, 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.

 

Implementation 

We ensure that teachers of the subject have excellent subject knowledge, and leadership supports that acquisition of this for NQT and non-specialist teachers. Subject matter is presented clearly, teachers carefully check learning and identify misconceptions, providing direct feedback. Teaching is designed to ensure children know more and remember more.  

National Curriculum statutory requirements are planned and delivered using strategies based on Rosenshine’s principles in action. This includes:

  • Knowledge organisers
  • Curriculum walls
  • Vocabulary
  • Carefully chosen resources
  • Daily/weekly reviews

Children are encouraged to ask their own questions and are given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Teachers use 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.

We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.

Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.

In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. We use a clear and comprehensive scheme of work that is in line with the National Curriculum.

 

Impact 

Children will know more, remember more and understand more about the curriculum. This is evidenced through regular pupil voice, monitoring and looking at outcomes which are measured against our age-based progression grids. Children are to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.

The impact and measure of this is to ensure that children at South Hiendley are equipped with skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.

 


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