Our vision is to provide children with a Science curriculum that enables them to explore and be curious about the world around them. We aim to provide opportunities for scientific enquiry with practical hands-on experiences that encourage a deeper understanding and curiosity with questioning. We believe it is vital to promote and develop transferrable skills such as observation, communication and team work to evolve the whole child as a lifelong learner. We will consolidate prior knowledge, encourage deeper understanding and that are rooted in scientific vocabulary.
From the moment we are born, we have a desire to observe, be curious and try to understand the world we live in.
At Sparrow Farm Primary School we encourage these key skills to enable children to become explorative and critical thinkers, who are caring and respect the world they live in.
Children are given experiences of learning, observing and questioning their natural environment in and out of school. They are given opportunities to explore through trips though visits from people who give them real life examples. The school fosters learning through curiosity, courage and compassion.
In the Early Years children learn about Science through “Understanding the World”, alongside cross curricular themes which encourages them to tap into key skills to become effective learners. Children talk about objects and animals (including humans) making a comparison of how they are similar and different. We seek out the interests of the children to make scientific enquiry interesting and a fun way to learn.
At Sparrow Farm Primary School, in the EYFS, we follow a Play, Observe, Ask approach.
We provide opportunities for the children to play and explore new concepts, sometimes independently and sometimes with a supporting adults, always in enabling environments.
We take time to observe children playing independently and listen to their conversations. In the moment, we decide whether the children understand what they are doing and whether they can they explain what they are noticing. Considering whether there is an opportunity to get involved in the play to clarify the learning, we extend the narrative or to introduce new vocabulary which we refer back to at a later point. To extend the learning, we may introduce a problem and work together to solve it.
We consider the type of questions that a supporting adult might ask to develop children’s thinking whilst playing alongside the children. The EPPE project found that in the settings where children made most progress, staff engaged in open-ended questioning and provided formative feedback to children during the activities. Before providing the activity, we plan or think about the questions that could be asked, the specific vocabulary that could be introduced and any challenges that might extend the learning.
Further information about this can be found here.
Key Stages 1 & 2
In Key Stages 1 and 2 children develop key skills to “work scientifically”, continuing to learn about aspects of plants, animals, insects and materials that exist as well as being introduced to new units such as Forces, Light and Electricity.
An important part of our curriculum is in children learning about eco systems and how they can care about the planet; they develop an understanding of the importance of Science and how it will impact future research, technology and medicine thus shaping our future.
More information about how science is taught and our expectations can be found in the Science Policy below.