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Wavertree Church of England School Belong Believe Achieve

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Science

At Wavertree Church of England School our Science curriculum links to our school mission statement of Belong, Believe and Achieve. This statement links with our aspiration that all children belong, that they develop a curiosity for Science, which they have the ability to question and discover for themselves and they can find and achieve the answers.

 Through Science, we actively aim to provide a relevant, challenging and enjoyable science curriculum for all children. Children develop the use of scientific language through speaking and listening, including questioning and explanations during hands on practical investigations. Weekly lessons will enable all children to understand the value of science in everyday situations and real-life contexts.

Curriculum Intent

Belong

 

At Wavertree Church of England School it is our intent to provide children with a high-quality, broad and challenging Science curriculum. The learning journey inspires all children to become confident in using scientific vocabulary in all areas of learning and have a clear understanding of scientific terms. Children are learning to build on previous knowledge by justifying, making links to known facts from previous year groups and using that sticky knowledge in their learningUnderstanding of concepts will be challenged through questioning and addressing any misconceptions by applying their scientific knowledge. We aim to equip children with the foundations of science that enable them to belong in everyday life.

 

Curriculum Implementation

Believe

 

We believe that Science is an essential part of every child’s learning from a young age. In our Foundation Stage, our young scientists are encouraged to gain the science knowledge that they’ll build on throughout their primary school years, such as developing their skills of observation, prediction, critical thinking and discussion through play.

 

 Throughout Key Stage 1 and 2, we follow the National Curriculum using the Twinkl scheme complemented by the Plan and TAPS documents to teach a broad and challenging curriculum. Our Science curriculum aspires to provide many opportunities for children to believe in themselves and develop the confidence to question and discover. The use of word mats and knowledge organisers will support the children when necessary, to help them gain an understanding before being challenged through tasks and questions to explain their reasoning of different scientific concepts. Lessons are taught sequentially to build on prior learning and to enable children to form connections, whilst extending their knowledge and understanding progressively.

 

Below is a table of all the National Curriculum coverage and objectives covered for all year groups to ensure the progression in chemistry, physics and biology through exploration of the following areas.

 

 

Working Scientifically

At Wavertree we allow our children to develop the ability to question and test their own theories. Children will be able to question and reason with scientific evidence and achieve this using the skills below.

 

KS1

 

LKS2

 

UKS2

Curriculum Impact

Achieve

A variety of methods are used to find out what the children know, understand and can achieve. Lesson activities are developed to suit different abilities and learning styles. Science lessons allow for collaborative learning and thus encourage children to talk in pairs, small groups or through class discussion, to share learning. Questions are encouraged throughout the lessons and children find a real sense of ownership in putting a question in the question box and then discovering the answer.

The children’s achievements are reflected on a whole school science wall, which shows the journey from our EYFS stage up to Year 6 along with examples of children’s work.

 

 

Monitoring to assess achievement in science includes work scrutinies, lesson observations and/or learning walks, pupil voice interviews/questionnaires in order to ascertain correct curriculum coverage, the quality of teaching and learning as well as the children’s attitudes to and retention of science learning. This information is then used to inform further curriculum developments and provision is adapted accordingly.


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