What Science Looks Like at Blakehill
We aim to ensure that all children receive a science education that stimulates their enjoyment of the subject and their curiosity in finding out why things happen in the way they do. We want our children to be curious learners where their interests and local contexts are at the heart of the curriculum. They should begin to see how the subject links to other areas of the curriculum, in particular Mathematics and Design Technology. Our curriculum is embedded with scientific enquiry and rich with experiences so children leave Blakehill with the knowledge and skills of how to answer future questions they have about the world. They begin to appreciate the way in which science is used in the world and will affect the future on a personal, national and global level.
We aim for all our children to be knowledgeable, skilful scientists who:
-Develop scientific knowledge and conceptual understanding in all areas of the curriculum.
-Develop their understanding of the nature, processes and methods of science, taking part in scientific enquiries enabling them to answer scientific questions about the world they live in.
-Have deep scientific knowledge which allows them to understand how science is used and the effects it has on our lives both now and its implications for the future.
Science is taught as a discrete subject at Blakehill although cross curricular links may be made where appropriate.
The majority of science teaching sequences will begin with a pre task which allows for teachers to make a judgement about where the children’s knowledge is and identify any gaps in learning which may need to be recovered in the sequence. Furthermore, initial questions or discussions that arise can be incorporated into the teaching sequence to ensure that the children’s ideas are built upon or challenged as necessary.
While lessons will cover the knowledge children are expected to gain during science lessons, ‘working and thinking scientifically’ should always, where applicable, be taught hand in hand with this.
Lesson sequences should glean the prior knowledge of pupils, tease out misconceptions, address these and take knowledge wider and deeper through quality teaching and pupil experimentation/investigation. We believe that children remember more when they experience rather than being told and because of this we aim for science at Blakehill to be as practical as possible while understanding the need to record ideas formally.
The end of the teaching sequence is completed by the children completing a post task which is used for the children to demonstrate what they have learnt and retained. It is beneficial for teachers to use these tasks to support their assessment judgements.
In 2019, 95% of pupils achieved the key stage 2 science expected standard, significantly above national and in the highest 20% of all schools.
Below are examples of children's work throughout school along with their thoughts on the subject.