Intent

Our vision at Herne is to develop pupils’ lifelong curiosity about the world around them and to be able to answer questions by using a range of scientific enquiries.

We are concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child; encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.

Our Christian vision for our school is reflected in our Science lessons as we develop children’s curiosity and promote children’s aspirations in this subject.

At Herne Junior School, in conjunction with the aims of the National Curriculum, our Science teaching offers opportunities for children to:

• develop scientific knowledge and conceptual understanding;
• develop understanding of the nature, processes and methods of Science through different types of science enquiries that help them to answer scientific questions about the world around them;
• be equipped with the scientific knowledge required to understand the uses and implications of Science, today and for the future;
• develop the essential scientific enquiry skills to deepen their scientific knowledge;
• use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T, diagrams, graphs and charts;
• develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety;
• develop an enthusiasm and enjoyment of scientific learning and discovery.

Implementation

The acquisition of key scientific knowledge is an integral part of our science lessons. The Kent Scheme of Learning provides the structure of knowledge development with scientific skills linked to each unit of work. All is in line with the National Curriculum and its objectives.

The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons.

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in Science. Our whole school approach to the teaching and learning of science involves the following:

• Our curriculum is progressive. We build upon the learning and skill development of the previous years. Opportunities to revisit previous learning is planned into lessons so that children can build on new learning.
• We plan for problem solving and real life opportunities that enable children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom and around the school through our ‘Curiosity Challenge’ and home learning packs.
•  Planning involves teachers creating practical, engaging lessons with opportunities for precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning.
• Gaps in learning are addressed through our tailored Science interventions which cover vocabulary, knowledge and skills. These are used as pre-teaching or post-teaching tools.
• Key vocabulary is explicitly taught to ensure children can access the language and scientific concepts.
• Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career, and new vocabulary and challenging concepts are introduced through direct teaching.
• Teachers demonstrate how to use scientific equipment, and the various working scientifically skills in order to embed scientific understanding.
• Teachers inspire and excite our children through engaging practical lessons, including making visits and welcoming visitors. Practical lessons are planned in where possible.
• Child-initiated lessons are planned in so that children become self-motivated, independent, curious and resilient learners. It enables them to retrieve previous knowledge and skills.
• PEEL is used to support writing scientific conclusions, so that children learn to reflect on scientific enquiries and link them to theories or concepts. This provides the children with stepping stones to prepare them for the KS3 curriculum.
• STEM opportunities and workshops are provided for children (with engagement from a STEM ambassador) to enrich children’s learning and curiosity further and to make links with Science in the real world so they understand the role it plays in our communities and the world.
• We are collaborating with the Ogden Trust to raise the profile of physics.

Impact

The successful approach at Herne Junior School results in a fun, engaging, high-quality science education that provides children with the foundations and knowledge for understanding the world. They develop a wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills. They also gain a rich vocabulary which enables them to articulate their understanding of taught concepts.

Our children love Science and we have provided a safe space to develop their curiosity about the world around us. This develops their confidence and resilience in the subject.

Children will know more, remember more and understand more about the curriculum. Children retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning. Through our engaging practical lessons, children remember more.

Through various workshops, trips and interactions with experts, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn about the possibilities for careers in Science as a result of our community links and connection with national agencies such as the STEM association. Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes to Science to support the children’s enjoyment of science and to motivate learners.

Teachers assess children’s progress and attainment in Science by using our tailored assessment grids which link to our scheme’s and the National Curriculum’s objectives.  Children who are working towards in an area of Science are targeted for interventions either before or after a Science unit is taught.