Science is a body of knowledge built up through experimental testing of ideas. Science is also methodology, a practical way of finding reliable answers to questions we may ask about the world around us. Science at St Teresa’s is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills.
- Using the rich and stimulating environments that surround our school can provide real-world opportunities for learning about life processes and living things, through observation, questioning and wonder.
Teachers are encouraged to take their lessons into their surrounding environment to contextualise the pupils learning and understanding.
- Providing a wide range of interactive, practical activities for individual and group work that encourage the children to explore and find out and develop their understanding of key scientific ideas and make links between different experiences.
- Developing the children’s investigative skills and understanding of Science through the use of questioning and giving them the opportunity to express their findings and ideas to their peers and a wider audience.
- Planning opportunities to develop skills predicting, asking questions, making inferences, drawing conclusions and making evaluations based on evidence and understanding.
- Teaching scientific and mathematical language, including technical vocabulary and conventions, and drawing diagrams and charts to communicate scientific ideas.
- Planning opportunities to extract information from sources such as reference books or ICT as well as through science visits and visitors to the school.
- Working collaboratively in pairs or groups, listening to and sharing ideas and treating these with respect.
- Encourage independent learning. Children will be encouraged to explore, perform investigative practical work and solve problems.
Differentiation, where appropriate, will allow all children to progress in their
Teachers will create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils 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.
- Existing knowledge is checked at the beginning of each topic, as part of the KWL strategy (What I know, What I would like to Know and What I Have Learned). This ensures that teaching is informed by the children’s starting points and that it takes account of the pupil's voice, incorporating children’s interests.
- Through our planning, we involve problem-solving opportunities that allow children to apply their knowledge, and find out answers for themselves. Children are encouraged to ask their questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills and assess pupils regularly to identify those children with gaps in learning so that all pupils progress. Tasks are selected and designed to provide appropriate challenges to all learners, in line with the school’s commitment to inclusion.
- We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, 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 that skills are systematically 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.
- Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
- Regular events, such as Science/Space Week or project days, such as Nature Day, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events can involve families and the wider community.
- At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.
At St Teresa’s we believe that a broad and balanced science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability. Through building up a body of key foundational knowledge and concepts, they should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.
- Preparing pupils for life in an increasingly scientific and technological world.
- Fostering concern about, and active care for, our environment
- Encourage pupils to investigate, question and discuss to acquire scientific knowledge, understanding and skills.
- Encourage pupils to hypothesise and to find ways to test their ideas to provide evidence that supports their ideas.
- Teach scientific vocabulary and develop pupils’ understanding of key scientific concepts and scientific skills.
- Promote key skills by offering a range of contexts for the development of
- English - communicating facts, ideas and opinions,
- Maths - application of numbers through collecting, considering and analysing data.
- Ensure pupils recognise hazards and risks when working with living things and materials
- Develop pupils’ enjoyment and interest in science by providing opportunities that engage all children in relevant, interactive first-hand experiences.
- Encourage children to work cooperatively and collaboratively
- Ensure that children understand the relevance of what it is that they are learning.