Science

Science and the technologies we use can affect the way we treat each other and the rest of creation, and the way we see ourselves and our relationship with God. Good scientific research can open our eyes to the wonder of God’s creation and help us to glorify God and worship him more fully.

Hebrews 11:3 By faith we understand that the universe was created by the word of God, so that what is seen was not made out of things that are visible.

'The important thing is to not stop questioning. Curiosity has its own reason for existing.' Albert Einstein

Intent

At Bowdon Church School we understand that children are naturally curious, and we encourage this inquisitive nature throughout their time with us and beyond. Science fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Through the programmes of study in the National Curriculum science document children will acquire and develop these skills throughout their Primary years and develop their natural curiosity about the world in which they live.

At Bowdon Church School we will ensure that the Working Scientifically skills are built-on and developed throughout their school career so that they can use equipment, conduct experiments, build arguments and explain concepts confidently and continue to ask questions and be curious about their surroundings.

Our values are central to everything we do in school. We aim for children to

understand Christian Values;
be confident & happy;
become an independent learner;
be resilient and have a growth mindset;
be able to construct arguments and balance evidence based on secure knowledge and retrieval of facts

Implementation

We have developed, together as a staff, a clear progression through a structure of knowledge and skills based on the National Curriculum, and we have collectively identified subject-specific vocabulary and knowledge that allow links across other subjects. Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science.

Science is taught as a mainly discrete subject within a topic but links to other subjects are made (eg. English writing, geography, history, music). Most year groups start from a knowledge led structure and include investigations that allow the knowledge to be applied.

Through various workshops, trips and interactions with experts, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science as a result of our community links and connection with national agencies such as the STEM association.

Class teachers are encouraged to have experimental areas/displays in their classrooms for children to develop their own investigations.

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 science we ensure all children have access to experiencing different environments and have hands on experimental experience, be allowed to ‘get things wrong’ and develop resilience and investigational skills. Working scientifically boxes are allocated to each year group so that teachers and children always have basic resources to hand to enable a range of scientific enquiry. Dataloggers and digital microscopes are also available to support further enquiry questions.

Parents with careers in science are invited to come in to talk with the children, developing aspirations for future science careers for all with both male and female role models.

In health education we discuss healthy bodies and healthy minds to address mental health issues arising from stress.

Free play with a range of equipment (crates, reels, boards etc) is encouraged at lunchtime play for infants and is to be developed in the juniors through den building.

Our school pond and outdoor spaces are important habitats that children can explore and value as part of the wider ecosystems that we must protect and nurture.

BCS Science Knowledge and Skills Progression - Reception to Year 6

SCIENCE- knowledge and skills progression edited for website.pdf

Working Scientifically

Impact

We are able to assess the impact of our science curriculum through the children's responses and outcomes. Staff use a range of assessment techniques including children’s written or drawn responses in lessons, discussions with an adult, observed practical work and written assessment questions.

We have confident, articulate children, who can use scientific reasoning to solve problems and answer questions. They show an understanding of local and global issues for the environment and the scientific principles behind them advocating changes in our school meals to reduce palm oil and reducing air pollution around school. They care for our local habitats and have an understanding of why this is important. Many pupils aspire to follow a career in science in the future and achieve places at university to study medicine and a range of science degrees. But most importantly we have children who have fun experimenting and show resilience when unexpected results happen.