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Holy Cross Catholic

Primary School

Building relationships with God and each other,
working hard in faith and hope to give our best in all things.

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Building relationships with God and each other,
working hard in faith and hope to give our best in all things.

Science

Holy Cross Catholic Primary School

Intent, Implementation and Impact

 

At Holy Cross Catholic Primary School, we work hard to provide a curriculum that is embedded within our core values to ensure our children thrive academically, spiritually, physically, culturally and emotionally to ensure they are well prepared for their next stage of education and life in 21st century Britain. We strive to support our children and families in their language and social skills development by providing a rich and varied curriculum that motivates and engages learners. Our curriculum celebrates the diversity of our school community and offers a wide range of experiences to develop their understanding of the world. Through building relationships with God and each other; we ensure our children work hard in faith and do their best in all things.

Subject - Science

Intent -

At Holy Cross Catholic Primary School, we wish to nurture children’s natural curiosity about the world around them so they may develop a lifelong interest in the sciences. We also want children to understand what science is; that it is both a mutable body of knowledge and a process, or method, through which natural phenomena is studied. We hope to build children’s science capital, not only so that more children may be encouraged to continue into science, technology, engineering and mathematics (STEM) jobs, but more importantly, we hope that building science capital helps improve people’s lives and life chances.

Implementation -

Children participate in science lessons twice a week. Teachers use the yearly curriculum map, with support from the progression skills map and the Outstanding Science scheme of work, to plan science lessons effectively. Teachers follow the curriculum map to ensure the National Curriculum objectives are addressed. At the beginning of each unit of work, children complete mind-maps and raise any questions they may have relating to the unit, this information is used to inform teacher’s planning.

 

During the academic year 2020 – 2021, the school will be developing its use of Headstart Primary Science Assessment to track the progress children make.

 

Teachers endeavor to use the following agreed principles to ensure children are engaged in the subject:

 

Principles of Teaching Science

 

Science is good in our school when:

 

  • It is relevant to real life and links to children’s knowledge and experience
  • Planning is fluid and adaptable to pupils’ needs and allows for pupil-lead investigation
  • Teachers have enthusiasm and good subject knowledge
  • Children actively partake in practical activities which engage their learning
  • Children are excited, amazed and ‘wowed!’
  • Children ask their own questions and work together to find answers for themselves
  • Children use scientific vocabulary confidently
  • It is fun

 

The school provides science-based extra-curricular activities to further engage and enthuse children in the subject.

 

Impact -

Children’s understanding of what science is develops as they progress through the school.

 

Younger children (Year 2) explain that, in science, they “Do experiments, predict and test stuff – like if something is water-proof,” or “Try to see if something works or it doesn’t work.”  

 

Older children (Year 5) state that “Science is the study of things around us, like humans, animals or space and states of matter,” or that “Science is things in the past and present that help us investigate what happened and what is happening.” With one child succinctly saying that, “Science is an exploration of things around us.” Older children also acknowledged that scientific thinking changes over time with one citing the geocentric and heliocentric models of the solar system as an example of this. One child was able to name different branches of science as including biology, chemistry and physics.

 

During pupil conferencing it was very clear that children are enthusiastic about science. One Year 2 child, when asked if he liked science, replied, “Yes, of course,” another said that it was his “number-one” subject. When asked what they liked about science, children in Key Stage One were enthusiastic about having the opportunity to do practical work, with one saying that “Getting to test things out – it’s really fun – you can see what happens, you might get a really big reaction.”

 

Children from Key Stage 2, when asked what they liked about science, were also enthusiastic, their responses included:

 

  • “Science is very interesting and there is always more to learn, I’m very interested in space.”
  • “I’m really interested in cardiology and want to be a cardiologist when I grow up.” This child also said that cardiology was the study of the heart and that she had learned of it from watching Holby City on television.
  • “I like doing investigations.”

 

There was evidence that children’s interest in science spilled into their lives outside school. Children in Key Stage 1 talked about watching Wonder Quest on You Tube, one child in Key Stage 2 spoke of reading books about astronomy and the human body. Another child spoke about looking out for those planets which are visible to the naked eye, one child spoke about having a NASA app and being very interested in the presence of water on Mars and the possibility of discovering life on other worlds.

 

All the children thought that the school had helped them to become interested in science with the main reason for this being that practical lessons were fun and that their learning often surprised them, the various science clubs were also a contributory factor in building enthusiasm for the subject.

 

 

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