The main aim of the science curriculum at South Kilvington Primary School is to develop children’s enjoyment of the subject of science, and understand its importance and relevance in every day life. To achieve this, we encourage investigations and experiments to explore the deeper questions of Science, whilst using scientific vocabulary and language to explain findings and ideas.
Science is timetabled once a week across the school for at least one hour in KS1 and at least 1.5 hours in KS2. The classes are split into Reception and Year 1, Year 2 and Year 3, Year 4 and Year 5 and Year 6. This is to ensure that each year groups learning needs are considered and addressed through differentiated activities in accordance with the South Kilvington Science Progression Document and National Curriculum. The sequence of the National Curriculums objectives are taught on a two year rolling program to ensure all pupils access all of the objectives at some point during their time at the school. See the Science Progression Document for more details. Where appropriate the children may make cross curricular links to other subjects, including but not exclusive to: Maths, English and DT.
Pupils will be taught to use scientific equipment safely as part of practical investigations. Class Teachers and Teaching Assistants will check equipment regularly and report any damage, taking defective equipment out of action. A simple risk assessment will be carried out for all practical activities; any perceived hazards will be reported to the Head who will determine the appropriateness of the activity
Teachers make use of a wide variety of different resources to teach different areas of the science curriculum.
Learning is informally assessed by teachers during and following each lesson and any misconceptions or questions are followed up at the start of the next lesson. Termly summative teacher assessments are recorded on the school pupil tracking system (OTrack). The Science Leader analyses data to identify any children at risk of not making expected progress and arranges appropriate support for these children. Children’s attainment and progress is discussed with parents at parents evening. The Science Leader produces an annual report for governors reflecting on developments in science teaching and learning throughout the year.
Unfortunately not the ones with chocolate chips.
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