Our Science Curriculum
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Intent
At Haslingfield Primary, it is our intention to recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science the prominence it requires. Science is taught as a discrete subject, often linked to the Creative Curriculum theme.
Our science curriculum aims to
- increase pupils’ knowledge and understanding of our world
- acqure specific skills and knowledge to help them to think scientifically
- gain a secure understanding of scientific processes.
We also aim to give children an understanding of the uses and implications of Science, today and for the future. We strive to develop the natural curiosity in each child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.
At Haslingfield Primary School, scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. Topics, such as Plants, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory. All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Concepts taught should be reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. We intend to build a Science curriculum which develops learning and results in the acquisition of knowledge and build a Science curriculum which, enables children to become enquiry based learners.