“Embracing our values today… to be a successful part of the world tomorrow!”
South Farnborough Junior School understands the need for all pupils to develop their Scientific ability as an essential component of all subjects and as a subject in its own right. A good understanding of scientific knowledge and conceptual understanding helps to support pupils work across the curriculum.
At South Farnborough Junior School, we believe that 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.
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 investigation, as well as using and applying process skills. The staff at South Farnborough ensure that all children are exposed to high quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skills. They are immersed in scientific vocabulary, which aids children’s knowledge and understanding not only of the topic they are studying, but of the world around them. We intend to provide all children regardless of ethnic origin, gender, class, aptitude or disability, with a broad and balanced science curriculum.
We ensure that all children are provided with rich learning experiences that aim to:
In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school.
Planning for science is a process in which all teachers are involved to ensure that the school gives full coverage of the National Curriculum programmes of study for Science 2014. Science teaching at South Farnborough School involves adapting and extending the curriculum to match all pupils’ needs. Science is taught as discrete units and lessons where needed, to ensure coverage. Teachers plan to suit their children’s interests, current events, their own teaching style, the use of any support staff and the resources available.
Science is taught consistently, once a week for two hours, but is discretely taught in many different contexts throughout all areas of the curriculum. For example, through English, i.e. writing a letter to a local politician regarding the closure of a park/biography of a famous scientist’s life, etc. We aim to include elements of English and mathematics within our science curriculum, e.g. writing the diary of a water droplet or through the use of graphs and tables for results.
Below are examples from each year group where children will have the opportunity to use their English and mathematical skills within science:
|Year 3||Year 4||Year 5||Year 6|
|Writing a diary of events for growing a bean.||Diary entry of a water droplet in the water cycle.||A recount of the moon-landing.||Non- chronological report of the circulatory system.|
|Measuring shadows and representing data in graphs.||To be able to group their data and represent it in the most appropriate way.||The distance between the planets in our solar system. Representing data in graphs and tallies.||Looking at the different measurements of electricity. To have an understanding of how much electricity is needed for certain appliances.|
We scaffold our children’s learning through the school by helping them to progress in different skills at three level: apprentice, competent and expert whereby the level of support given and the amount of creativity and deeper thinking is adapted in order to help all children to meet the objectives. This is apparent both across the whole school approach and also within each academic year.
The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.
All children will have: