At Rushall Primary School, the intent of our science curriculum is that children will develop an understanding of the world around them and their place within it. They will develop a sense of curiosity and excitement and thirst for learning. Children will ask questions about the world in which they live and be able to select suitable ways of finding answers to them. We believe that a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.
Our Science lead is Miss Sarah Guy
Scientific Knowledge and Understanding
As pupils progress through the school, they develop a secure scientific knowledge and understanding related to the key areas of biology, chemistry and physics. Each key block of knowledge and concepts builds on previous learning to ensure that children develop a deep scientific understanding and that misconceptions are addressed.
Working scientifically is a key part of children's scientific learning and is embedded withing our science curriculum at Rushall from Early Years to Year 6. In each year group, pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils seek answers to questions through collecting, analysing and presenting data.
At Rushall, pupils are supported to develop their scientific vocabulary and to explain scientific ideas clearly and precisely, through the use of careful modelling by staff. Discussions are used to explore children's existing ideas and to address any misconceptions.
Teaching and Learning Strategies
A wide range of teaching and learning strategies are used in order to engage and stimulate all learners. These include collaborative and independent work, investigation, modelling, role play, drawing, model making, written work, discussions, games, debates, display work and field work.
At Rushall, inclusion is a key part of our school ethos. We work to ensure that all children have the opportunity to gain scientific knowledge and understanding regardless of gender, race, class or special educational need or disability. Steps are identified and put in place to ensure that all pupils receive the support needed to access and take an active part in the science curriculum. Staff are mindful of particular issues in science such as gender stereotyping and the effect on girls’ performance, especially in topics like electricity. In Rushall, all pupils are encouraged to take an active part in all topics and to learn through exploration. In this subject, staff should help children to consider how science has helped to solve problems in a wide range of differing environments. Studies of humans should emphasise that there is no scientific evidence for supposing that humans can be divided into separate ‘races’. Also, sensitivity should be shown when studying different dietary habits of different cultures when looking at food and diet.