FPS Science Curriculum Statement
At Flintham Primary school, we have designed our science curriculum with the intent that our children will develop an in-depth understanding of the world around them and an understanding of how major scientific ideas have played a vital role in society and to prepare them for life in an increasingly scientific and technological world. Our aim is to build science capital for all our children, regardless of their background and starting point so that they are inspired to continue to use science in their everyday life, future education and careers. We will deliver a Science Curriculum that builds upon prior knowledge and a progression of skills to ensure all children have a secure understanding and knowledge of key science concepts; develops creativity and challenges all of our learners; Inspires and excites our children through engaging practical sessions which are enriched with visits and visitors; encourages our children to be self-motivated, independent, curious and resilient learners by developing inquiry based skills and sessions and encompasses outdoor learning to create meaningful experiences within their natural environment
The curriculum is led and overseen by the science curriculum leader, who monitors, evaluates and reviews science teaching and learning, celebrating and sharing good practice. Formative assessments will be integrated into everyday science teaching to ensure teachers have an in-depth knowledge of the children’s learning and inform their next steps. The National Curriculum 2014 and the Early Years Foundation Stage statutory framework 2017 provide the basis for our science curriculum, which is then tailored to meet the learning and developmental needs of the children in our school. Teachers plan science using the newly developed progression of skills document which allows children to build upon prior knowledge and understanding. This document also outlines the Working Scientifically skills, which teachers use to plan enquiry-based lessons to support children’s journeys in becoming independent and resilient learners. The teaching, learning and sequencing of science follows a blocked curriculum approach which has been implemented to ensure coverage and progression in all subject areas. As much as is possible, topics are taught in relevant environment which enhances learning and engagement. For instance we use the school grounds and gardens to teach about plants and small animals and take children to RAF Syserston to work with pilots whist exploring the affect of forces on gliders and parachutes. Knowledge organisers are being developed and introduced for teachers and pupils to use for each topic for reference and assessment purposes. This will map out the knowledge, vocabulary and skills needed to master the concepts as well as including suggestions for further learning.
The ELG which demonstrates the key skills for science within the national curriculum is ‘Understanding the World’ and the two areas of ‘People, Culture and Communities’ and ‘The Natural World’. The objectives in both areas are weaved in to the programmes of study.
Children will become resilient, independent and curious scientists who ask questions and find things out for themselves. They consider our approach to be fun, engaging, informative and practical. They relish the opportunities to explore new equipment and carry out investigations which develop their understanding of the world around them. The children demonstrate their knowledge of the individual topics within science and they understand the importance of engaging in the process of working scientifically, opposed to always coming to a concise conclusion first time. As a school, we monitor progress through regular teacher assessment and referral to the Knowledge Organiser which accompanies each topic. The Knowledge Organiser includes key questions, content and vocabulary which we expect the children to have learnt during the topic.
Please see below for our Science mapping and progression documents.