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Little Leigh Primary School and Preschool

Educating hearts, educating minds

OIP

Our vision is to enhance STEM at Little Leigh through focussed learning in order for all children to see themselves as scientists and computer scientists. Our creative and inspiring topics lend themselves extremely well to embedding these key areas even further by finding links within our ever changing curriculum. STEM is supported by a unique partnership of Government, charitable trusts and employers, who are all dedicated to raising young people’s engagement and achievement in STEM subjects and careers.  It is our desire to transfer this excitement of STEM to our children to begin planting those seeds of careers, futures and real – life learning before Secondary Education

STEM

Science Intent

Science Statement of Intent

We recognise the importance of Science in every aspect of daily life. Our vision is to give children a Science curriculum which enables them to explore and discover the world around them, confidently, so that they have a deeper understanding of the world in which we live. To achieve this it involves exciting, practical hands on experiences that encourage curiosity and questioning. As one of the core subjects taught in primary schools, we give the teaching and learning of Science the prominence it requires. The scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.

 

Aims in Science

The national curriculum for science and our progression of skills within each milestone aims to ensure that all pupils:

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics;
  • Develop understanding of the nature, processes and methods of Science through different types of science enquiries that help them to answer scientific questions about the world around them;
  • Be equipped with the scientific knowledge required to understand the uses and implications of Science, today and for the future.
  • Use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts.
  • Develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety.
  • Develop an enthusiasm and enjoyment of scientific learning and discovery.
  • The National Curriculum will provide a structure and skill development for the science curriculum being taught throughout the school, which is now linked, where possible to the theme topics to provide a creative scheme of work, which reflects a balanced programme of study.
  • We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.

Science Implementation

Teachers create a positive attitude to Science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in Science. Our whole school approach to the teaching and learning of Science involves the following;

  • Science is taught in planned and arranged blocks by the class teacher. Some link to thematic planning, others are taught discretely. Teachers follow the long term plan and cover the national curriculum objectives stated. This strategy enables the achievement of a greater depth of knowledge, and progression through year groups.
  • Existing knowledge is checked at the beginning of each topic.
  • Through our planning, we involve problem solving opportunities that allow children to apply their knowledge, and find out answers for themselves. Children are encouraged to ask and answer questions and be given opportunities to use their scientific skills and research to discover the answers.  This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion.
  • We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, 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 that skills are systematically 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, and national curriculum coverage.
  • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
  • Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
  • Regular events, such as Science Week or project days, such as STEM or the Big Bang, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community
  • At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.

Example of STEM Work

Reading in Science

At Little Leigh, we firmly believe that children’s stories provide a great context for learning science. We allocate STEM (science, technology, engineering and maths) books to each area of the national curriculum for staff to use during teaching and for children to experience whilst reading for pleasure. These are clearly allocated on the long term plan. An example of the texts used from Reception to Year 6 are below:

Little Leigh Primary School | Hosted by New Era Education | DB Primary | DB Learning Library

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