GSO Test

Science

2017/18 Vision and Implementation

 

At Manor Field, we believe that science builds on children’s natural curiosity to enable them to pose and explore questions about the world. Having an awareness of the science around them and in the wider world, will support children to become global citizens and make positive, informed choices about their responsibilities to the environment, their health and other scientific issues.

 We believe children learn best through purposeful and real life contexts; therefore, science is taught weekly with meaningful links to the current project. As well as developing their scientific knowledge, children carry out their own practical investigations to build on the enquiry skills of planning, predicting, gathering evidence, recording and concluding. Projects are organised to enable the children to develop skills in each of the enquiry areas, with longer investigations designed to allow pupils to apply these skills in different contexts. Children are taught the vocabulary needed to discuss and explain their ideas, and scientific language is consistently modelled by teaching staff.

 

 Staff make use of a range of resources to stimulate and motivate learners. The school grounds and local area are used to engage children with their environment, whilst enriching their learning. Enrichment from beyond the school is organised to further the pupils’ enjoyment of science and to widen their learning experience.

 

“Science is important because without it we wouldn’t be able to answer questions about our world.” McKinnon, Year 4

 

Scientific thinking is valued across our integrated curriculum, with children encouraged to be curious and to utilise their scientific skills in a broad range of ways. As science is constantly changing and evolving, we aim for learners to:

· Be equipped with the skills needed to adapt their thinking and investigative approaches to a range of contexts and ideas;

· Make connections between areas of their learning and link ideas;

· Generate questions to create their own lines of enquiry;

· Value their own awe and wonder about the world around them;

· Identify themselves as scientists.

 

“When we made circuits, we had to be resilient to put them together correctly. I really enjoyed it!” Sapphire, Year 6

 

Topic Overview