A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The national curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Science at Biggin Hill Primary
At Biggin Hill Primary Academy, we believe that science in our school is about developing children's ideas and ways of working that enable them to make sense of the world in which they live, through exploration, discovery and investigation. As well as, using and applying process skills, which we believe promotes communication in a specific and precise language involving mathematical and logical thinking.
We believe that a broad and balanced science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability. Our aims in teaching science include the following:
- Prepare our children for life in an increasingly scientific and technological world.
- Foster concern about, and active care for, our environment.
- Help children to acquire a growing understanding of scientific ideas.
- Help develop and extend our children's scientific concept of their world.
- Develop our children's understanding of the international and collaborative nature of science
- Encourage the development of positive attitudes to science.
- Build on children's natural curiosity and develop a scientific approach to problems, appreciating that in our teaching aims we do not always know the answers and results when carrying out scientific enquiry.
- Encourage open-mindedness, sel--assessment, perseverance and responsibility.
- Build on children's social skills to work cooperatively with others.
- Provide children with an enjoyable experience of science, so that they will develop a deep and lasting interest and maybe motivated to study science further.
- Give children an understanding of scientific processes
- Children will acquire practical scientific skills
- Develop the following skills of investigation - observation, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
- Develop the use of scientific language, recording and techniques.
- Develop the use of ICT in investigating and recording
- Enable children to become effective communicators of scientific ideas, facts and data.
- Encourage children to develop ways of finding out for themselves and to allow them to investigate problem solving.
Science Coverage at Biggin Hill Primary
Our Teaching Aims
- Teaching science in ways that are purposeful, well managed and enjoyable.
- Giving clear and accurate teacher explanations and offering skillful questioning
- Encourage children to lead with deepened thinking and questioning
- Make clear links between science and other subjects
Science is a core subject in the National Curriculum and is split into three topic bands: Biology, Chemistry and Physics.
The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online.
Schools are not required by law to teach the content indicated as being ‘non-statutory.’
||Everyday Materials||Seasonal Changes|
Our role is to teach scientific enquiry through the contexts of the three main content areas, whilst following the principles of the implemented Challenge Curriculum within the school. The old SC1 strand is now called working scientifically.
Children in the foundation stage are taught the science elements of the foundation stage document through the Early Years Foundation Stage Curriculum, Knowledge and Understanding of the World. Children will be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning will be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials. This includes learning through play, discussion and adult directed activities.
Science and the Learning Challenge
In KS1 and KS2 the Learning Challenge Curriculum is followed for the teaching of science. This cross-curricular curriculum is based around leading questions which capture the children's interest and will enable them to develop their knowledge and understanding and scientific skills through questioning themselves, leading the learning and investigations.
In both Key stages Science is taught for a block of 3 weeks in each half term; this is on a cycle with humanities. The three week block, allows for complete immersion in science through the Science Learning Challenge question, which engages the children and gives a discussion starting point. This means that science is taught for at least two full afternoons each week.
The following topics are taught in each year group with the working scientifically strand as a running thread through all of them.
|Year||Topics Covered||Learning Challenge Question|
|1||Plants||Which birds and plants would Little Red Riding Hood find in our park?|
|Animals, including humans||Which birds and plants would Little Red Riding Hood find in our park?
Why are humans not like tigers?
|Everyday Materials||Which material should the Three little pigs have used to build their house?
What do aliens think of life on planet earth?
|Seasonal Changes||How do seasons impact on what we do?
Why does it get darker earlier in winter?
|2||Living things and their habitats||Why would a dinosaur not make a good pet?|
|Plants||How can we grow our own salad?|
|Animals, including humans||How will 5 a day keep me healthy?|
|Use of everyday materials||What is our school made of?|
|3||Plants||How did that blossom become an apple?|
|Animals, including humans||How can Usain Bolt move so quickly?|
|Rocks||What do rocks tell us about how the Earth was formed?|
|Light||How far can you throw your shadow?
How did a cave man know what time it was?
|Forces and Magnets||Are you attractive enough?|
|4||Animals, including humans||What happens to the food we eat?|
|States of matter||How could we survive without water?|
|Sound||Why is the sound, that a popular band makes, enjoyed by so many?|
|Electricity||How could we cope without electricity for one day?|
Living things and their habitats
|Which animals and plants thrive in Biggin Hill?
How have forces been used in construction?
|5||Living things and their habitats||Do all animals and plants start life as an egg?|
|Animals, including humans||How different will you be when you are as old as your grandparents?|
|Forces||Can you feel the force?|
|Properties and changes of materials||Could you be the next CSI investigator?|
|Earth and Space||Will we ever send another human to the moon?|
|6||Living things and their habitats||Could Spiderman really exist?|
|Animals, including humans||What would a journey through your body look like?|
|Evolution and Inheritance||Have we always looked like this?|
|Electricity||Could you be the next Nintendo apprentice?|
|Light||How can you light up your life?|
Enriching the curriculum
In addition to Science lessons, children at Biggin Hill Primary School benefit from a wide range of Science enrichment opportunities.
- Science club; generously run by two volunteers
- Being part of Eco Club
- Using the POD website to blog about science activities done outside of school.v
School blog code:
- Taking part in Wastebuster collections for free science resources in return
- Taking part in whole school campaigns such as, switch off fortnight, waste week, British Science Week,
- Educational visits out of school, for example, museums, residentials, local walks
- Visits in school from Science Professors and people whose jobs link to science
- Use of the school grounds to enhance certain topic areas
- Taking part in gardening club
- Partnering with London Zoo to trial Skype sessions and free visits