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Trinity

CofE

VA Primary &

Nursery School

Science

Science Curriculum  

 

Intent: 

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.  We want all our children to develop their 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. 

 

  

Implementation:  

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. 

 

In Key Stage 1, teachers create topic webs and knowledge organisers for each half term and highlight the coverage from the National Curriculum which is then shared with parents.  Knowledge Organisers are used to indicate key scientific vocabulary, knowledge and skills.  At the end of each topic, children participate in a quiz relevant to the age and stage of development. 

 

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 qualityC.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. 

 

Impact: 

Both summative and formation 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. 

 

 

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