Our aims for our Science curriculum are to support our pupils to become young scientists of the future, through our hands-on curriculum that develops the ability to think critically, question and develop children’s natural curiosity.  We aim for our approach to open children’s minds to understanding the world around them and unlock their potential.

We aim to encourage all pupils to:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics

  • feel are enthused, engaged, inspired and challenged by their learning.

  • be inspired to ask their own questions

  • have the skills to plan investigations, explore concepts and make their own discoveries.

  • develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics

  • be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

  • acquire a wide science vocabulary, an understanding of linguistic conventions for reading, writing and spoken language in the context of Science

  • make fair and critical responses about their own Science work and that of their peers

  • experience quality resources that enhance lessons and bring Science to life in a safe, sensible manner

  • to understand how their Science lessons link to everyday life and the world around them.

    Foundation Stage

    ‘Understanding the world’ is about how children get to know about other people, the place where they live and about all aspects of the environment. In the Early Years Foundation Stage framework, ‘Understanding the world’ is broken down into three concepts: − People and communities, The world , Technology. Our Science curriculum for EYFS focuses on ‘The world’, and covers a wide range of topics in the natural and built environment, to develop children’s awareness of everything around them. Pupil awareness is extended by providing opportunities for pupils to visit new places and to find out about different environments through looking at books and through using other secondary sources and technology.

    Key Stage 1

    The National Curriculum states that the principal focus of Science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

    Key Stage 2

    The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. As our pupils progress to upper key stage 2, the focus is upon enabling pupils to develop a deeper understanding of a wide range of scientific ideas.

    The Science curriculum that we teach at William Harding has science enquiry at its heart and requires children to learn to use a variety of approaches to answer relevant scientific questions. Our curriculum is made up of a carefully planned lessons which will engage children in the different types of science enquiry identified in the National Curriculum, where they will use and develop the necessary investigative skills and attributes identified for each Key Stage phase. Science enquiry is the methodology children will use to develop their conceptual knowledge, working in an authentically scientific and purposeful way to collect evidence to find answers to their questions.

    Vocabulary development

    Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum and vocabulary must be explicitly taught these skills. Teachers therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They will increase pupils’ store of words in general and make links between known and new vocabulary. In this way, pupils expand the vocabulary choices that are available to them when they write. It is particularly important to introduce pupils to the language which defines each subject in its own right, such as accurate mathematical and scientific language.

    William Harding Science Long-Term plan

Volunteers required!

Do you have a career or background in Science that you would be able to share with our pupils?  Would you be willing to come into school to talk to our pupils about your journey with Science, to inspire the next generation of budding scientists?  If so, please contact Mrs Holborow about ways of supporting us to inspire our children in developing a passion for Science.