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Bakewell Methodist Junior School

Bakewell Methodist Junior School

Science

Introduction

At BMJS, our vision is to provide a Science curriculum that stimulates and excites pupil’s curiosity about natural phenomena and events in the world around them.  It also satisfies their curiosity with knowledge.  Since science links direct practical experience with ideas, it can engage learners at many levels.  Scientific method is about developing and evaluating explanations through experimental evidence and modelling.  Through Science, pupils understand how major scientific ideas contribute toward technological change – impacting on industry, medicine, business and improving quality of life.  They learn to question and discuss science based issues that may affect their own lives, the directions of society and the future of the world.

 

Definition of Science

Science is a body of knowledge built up through experimental testing of ideas. Science is also methodology, a practical way of finding reliable answers to questions we may ask about the world around us. 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.

 

Aims

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:

 

       • To promote the ability to think and work both independently and cooperatively and raise questions about working scientifically and the knowledge and skills that it brings. 

       • To generate confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. 

       • To develop excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.

       • To promote high levels of originality, imagination or innovation in the application of skills.

       • To help increase the ability to undertake practical work in a variety of contexts, including fieldwork.

       • To pass on a passion for science and its application in an increasingly scientific and         technological world.

  • To foster concern about, and actively care for, our environment and the natural world.
  •  Developing our children’s understanding of the international and collaborative nature of science.
  • Encouraging open-mindedness, self-assessment, perseverance and responsibility. Developing the skills of investigation - including observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
  •  Developing the use of scientific language, recording and techniques.
  •  Developing the use of ICT in investigating and recording.
  •  Enabling our children to become effective communicators of scientific ideas, facts and data.
  • To teach pupils to work with proper regard for their own safety and that of others, using safety equipment where necessary.
  • To bring science to life and make it real so that children understand the importance of Science in the world and in their everyday lives.

 

 

Science Curriculum

The Science curriculum is taught discretely. However, a piece of cross-curricular writing is undertaken every term- for example a chronological report or set of instructions. There are clear links to the teaching of statistics in Maths. Because of mixed-age classes in the school, some units may be taught out of their year group. The requirements of the National Curriculum are covered in units of work over a four-year cycle.

Teaching and Learning

Teachers will make use of the immediate and wider environment to help pupils apply their scientific knowledge skills and understanding to see the relevance of science to their own lives. They will set challenging work, tasks and problems to increase children’s’ knowledge, skills and understanding, to extend their thinking and build their self-confidence.

 

 The main focus of Science teaching in Lower Key Stage 2 (Year 3-4) is to enable pupils to broaden their scientific view of the world around them. They should do this through:

 

  • Exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.
  • They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple fair tests and finding things out using secondary sources of information.
  • They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
  • Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing reading and spelling knowledge.

     

     

    ‘Working scientifically’ must always be taught through and clearly related to substantive Science content in the Programme of Study.  

     

    The main focus of Science teaching in Upper Key Stage 2 (Year 5-6) is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through: 

  • exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.
  • They should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.
  • They should also begin to recognise that scientific ideas change and develop over time.
  • They should select the most appropriate ways to answer Science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out fair tests and finding things out using a wide range of secondary sources of information. 
  • Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
  • Pupils should read, spell and pronounce scientific vocabulary correctly.

      ‘Working and thinking scientifically’ must always be taught through and clearly related to substantive Science content in the Programme of Study.