Science intent statement:

At St Peter at Gowts, our science curriculum is inspiring and creative unlocking potential in all. Our curriculum seeks to ensure that all pupils flourish through challenge, support and a broad and balanced curriculum rooted in shared values and consistently high expectations while striving for excellence.

St Peter’s science curriculum is fashioned through our golden threads of values, inspiration, excellence and community.

At St Peter at Gowts, we understand that children are naturally curious and we encourage this inquisitive nature through our ambitious science curriculum. We believe science encompasses the acquisition of knowledge, concepts, scientific skills and positive values. Through our cohesively planned science curriculum children will acquire and develop their knowledge and skills along with having the opportunity to ask questions about scientific phenomenon. We ensure that the working scientifically skills are progressively developed so that children can use equipment, conduct experiments, build arguments and articulate concepts confidently. In an ever-changing world, we aim to educated our children about key issues that affect our environment and their local community. We aim to inspire pupils to become more eco conscious, driving the principles of sustainability. Through our science curriculum, we strive to achieve excellence and unlock potential in all.

Values – Our science curriculum embraces the school and British values. We inspire the children to learn about how they can have a positive impact on their community by showing the values of wisdom, responsibility, creation and respect. The children build on prior knowledge and develop a deeper understanding of the world around them through the study of environmental sciences and the values of self-belief and responsibility encourage children to preserve with scientific enquires whilst seeking to be responsible in the choices they make.

Inspirational – Our inspiring science curriculum provides the children with many exciting opportunities for example forest school, projects with Lincoln University, national and local manufactures and the Lincolnshire Show. The children embrace Eco club and promote sustainability throughout the school constantly educating children of all ages.

Community – Our science curriculum leads the children to think about the school community, local community and then the wider community and how they can use what they have learnt to positively impact the world around them.

Excellence – Our ambitious science curriculum constantly challenges the children to think with scientific minds, using the skills of questioning and analysing information to enable children to form their own views and opinions.  Scientific enquires encourage the children to be methodical and diligent with their careful observation. At St Peter’s we aim to raise the aspirations of the children as we show them the ways in which science plays a part in our daily lives, through industry and the environment.

Science implementation:

Our science curriculum is implemented by teachers who create a positive attitude to science learning and engage children within their classrooms, reinforcing an expectation that all children are capable of achieving high standards as scientists. Our whole school approach to the teaching and learning of science involves cross-curricular and enrichment opportunities which, otherwise, our children may have limited experiences of.

    • Science units of study begin with a pre-assessment of current knowledge and skills, from which a learning sequence is constructed.
    • Our planned curriculum is progressive in working scientifically skills and knowledge, with the discrete teaching of vocabulary at its heart, which is subsequently built upon through programmes of study and year groups.
    • Through our ambitious planning, we involve problem solving opportunities that allow children to find out for themselves. As a scientist, children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers as well as becoming more proficient in selecting and using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence
    • Teachers aspire to excellence by create engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and formatively assess children regularly, through written, observational and verbal means, to identify those children with gaps and small next steps for individuals as well as the wider class.
    • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
    • Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
    • Activities and tasks are differentiated, providing all learners with the appropriate level of support and stretch, based on assessment for learning, to ensure the needs of all learners are met.
    • At the end of each unit, pre-assessments are completed again to evidence learning and allow children to reflect upon the knowledge and understanding they have acquired.

Science impact:

As a year 6 scientist, transitioning to secondary school, we aspire that children will have experienced a science curriculum, that provides them with the foundations and knowledge for understanding the world. Children will have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children will learn about different scientists from various backgrounds, and we hope that all children will feel that they are scientists and capable of  achieving.

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