In science, pupils’ talents and curiosity will be nurtured by supporting the children to develop the scientific knowledge and conceptual understanding and investigative skills through the specific disciplines of biology, chemistry and physics. As our curriculum is thematic in design, we aim to support our children to transfer their developing knowledge of science and their investigative skills to a range of rich learning contexts.
We ensure high standards of teaching and learning in science and implement a curriculum that is progressive throughout the school. The science topics are organised into year groups and designed around the statutory requirements for Primary Science and provides full coverage of the National Curriculum. At the start of each topic, teachers take time to find out what our children already understand and want to find out to inform the lessons they plan.
Through teacher modelling and questioning, we want our children to wonder and be amazed by the world around them as we recognise that our children sometimes lack experience. Key scientific language is modelled and taught throughout lessons enabling our children to be familiar with and use vocabulary accurately. We are committed to providing exciting, hands-on, and practical experiences for all children at Fenstanton. In turn, this will help promote independent learning, curiosity and a love for enquiry and knowledge.
Teachers are also encouraged to plan educational trips to enhance our children’s learning experience when possible. Once a year, the whole school works off a timetable and participates in a ‘Science/STEM week.’ A theme runs across the school, with children investigating a Science/STEM theme or question. This enables children to immerse themselves in science and its vocabulary. They will learn about scientists, make real life links and work through the steps of a scientific investigation. At the end of the day, all classes share their findings in an assembly.
The impact of our Science Curriculum is measured through a range of outputs:
End of key stage data (in line with National for the last 3 years)
Formative, summative subject data which is produced from assessments as well as on-going teacher judgements
Book looks & Learning walks
Pupil Voice - Pupil Conferencing and Lesson Visits
Parent Voice - Working with parents/carers to gather a holistic view of the child both in and outside of school