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
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.
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.
The successful approach at Little Leigh results in a fun, engaging, high-quality science education, that provides children with the foundations and knowledge for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. Frequent, continuous and progressive learning outside the classroom is embedded throughout the science curriculum. Through various workshops, trips and interactions with experts and local charities, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science, as a result of our connection with national agencies including the STEM association. They learn from and work with professionals, ensuring access to positive role models within the field of science (particularly in British Science Week) from the immediate and wider local community. From this exposure to a range of different scientists from various backgrounds, all children feel they are scientists and capable of achieving. Children at Little Leigh overwhelmingly enjoy science and this results in motivated learners with sound scientific understanding.
Our engaging science lessons are often posted on our school twitter account, @LittleLeighSch. Year 1 and 2 also use Tapestry to document and log the interactive learning they take part in. Children are able to talk about their experiences in Science with a positive and enthusiastic attitude. They are able to show progress in their learning by the vocabulary and explanations which accompany the outcomes the children produce. The children's high quality outcomes are clear to see in their STEM books. Children take pride in their work which shows clear knowledge and understanding.
For further information, contact Jo Proctor email@example.com