We want our children to have as many opportunities as possible; to be curious, to discover and to investigate. The experiences we provide are personalised and relevant to the children’s interests and their prior knowledge. Science should provide enquiry skills which underpin and enrich the rest of the curriculum; such as asking questions, finding answers in different ways, group work and critical thinking thus giving opportunities for perseverance. We believe children should be challenged and engaged to open a discussion which leads to investigative opportunities.
At the heart of the Science curriculum lies our Methley Magic FIVE: Motivation (ensuring children are excited about the scientific world that surrounds them), Perseverance (the ability to answer a range of questions through the 5 enquiry types - Research, Pattern Seeking, Observation over time, Identifying, Classifying and Grouping and Comparative and Fair Testing) and the use of a “plan, do, review approach”, Respect (understanding that scientists may have conflicting views and consequently being able to respect the views of others), Communication (both interpersonal and within the global environment) and Collaboration (through sharing of knowledge, resources and experiences).
We want to allow children to explore, experiment and engage with science in a variety of ways to both stretch their minds and encourage the thirst for further knowledge. Our teaching facilitates pupils to see both the internet and resources used, with purpose and to achieve outcomes, as well as being entertaining and thought provoking. Children are encouraged to develop a strong sense of science capital with each lesson outlining how this knowledge could lead to a future career within the field of science such as; doctors, chemists, vets, marine biologists, physiotherapists, dietitians as well another careers that use scientific knowledge as part of their role: volcanologists, seismologists, the food industry, engineering, hairdressing etc..
Children are taught resilience through the procedural teaching of tasks using knowledge applied using the plan, do and review cycle. They are encouraged to appreciate that ”First Attempts In Learning” do not always achieve the required output and that “Learning Pits” will develop their scientific thinking, understanding and skills. Science also gives them the opportunity to offer solutions and future testing opportunities when things do not work or go to plan.
We want to give our pupils every opportunity to be successful and so we have developed a science curriculum, based on the National Curriculum, which has clearly sequenced content and stages of progression. Our approach allows children to frequently review prior learning and make connections to support the retention of new knowledge and the development of understanding and skills. Units encourage children to think about, discuss and recognise the impact science has had on the past, present and future lives of themselves and the people around them (which includes direct learning from visitors to school, families and professionals that they meet). We encourage children to have an understanding of how science has changed over time and how it impacts on the world that we live in and how the continued development of scientific thinking will influence of the world of tomorrow.
The science curriculum encompasses the main three stands of science (Biology, Chemistry, Physics) with working scientifically skills underpinning all science lessons. Knowledge is then organised into block themes where related content is taught under one topic. This encourages children to see connections between previous learning, current learning and future learning, both within science and the wider curriculum. Topics follow the same cycle of the rest of the wider curriculum (Entry Event, Knowledge Harvest, Research and Record activities, Knowledge Review and Exit Event). Furthermore, research and record activities are underpinned by one or more of the 5 enquiry types (Research, Pattern Seeking, Observation over time, Identifying, Classifying and Grouping and Comparative and Fair testing) which in addition, follows a knowledge, vocabulary, plan, do, review cycle. Through this approach our children learn to become practical problem solvers whilst being responsible, competent, confident and creative scientists. Reading is a key element of science practically at the start of a new topic, allowing the children to ‘Read to Learn’ and giving them access to subject specific vocabulary. It also allows the children to explore the why and how of specific scientific thinking, and where appropriate, explore the work of other scientists. Children engage in a wide variety of experiential and exploratory activities including visits out of school and visitors to school. This also includes working collaboratively. Children are encouraged to make connections and record their learning in a variety of ways.