At Trinity Primary School we believe that a high-quality Science education is the key to developing children’s understanding of the world around them and preparing them for the future. This starts in our Early Years Foundation stage where our children learn through first hand experiences based on enquiry and interest led play. Our curriculum in Key Stage 1 builds upon these principles and encourages children to begin developing themselves as scientists through independent and adult led exploration. In Key Stage 2, our children continue to think and work like scientists, using key vocabulary with confidence and raising questions to further investigate. We want all our children to develop their scientific skills by working scientifically with knowledge. We intend to use the setting around us to promote our Science capital by making links to the outside world. We utilise our Forest School time to apply the knowledge and skills taught in Science.
The National Curriculum and Early Years Foundation Stage provide both the content and framework for some of what we teach at Trinity Primary School. Teachers plan carefully for children’s scientific experiences at relevant ages and stages to ensure meaningful and relevant experiences are provided. They differentiate knowledge and skills and take account of children’s Science capital when planning and the school context.
The school’s golden threads form the basis for our topics and the Science curriculum is then carefully matched to these topics through the year, allowing all children to access the content for their year group. Topic webs are created in both Key Stages, highlighting the coverage for that half term and are shared with parents.
Teachers and subject leaders have strong subject knowledge and understanding of knowledge and skills shared across the whole school.
Science concepts are understood by staff to ensure long term outcomes are embedded for our children. This will be achieved by high quality C.P.D, weekly learning walks, and exchange of good practice.
Children can communicate Science understanding through play, discussions, high quality resources, drawing pictures, use of IT as well as through Tapestry.
Both summative and formative assessment show achievement and progression of skills and knowledge.
Children use the correct scientific vocabulary to describe their learning and can talk about their own understanding relevant to their development - (Verbal feedback, 1:1 conferencing and peer assessment).
Children are ready for the next stage of their education and build on prior understanding.