Science at Hollyfast Primary School

Vision

 At Hollyfast, it is our aim to deliver a Science curriculum that stimulates, enthuses and excites pupils by enabling them to be curious and ask questions about the world around them. We believe that through enquiry of first-hand experiences and practical investigations, children have the opportunity to take risks, realising that in Science, not getting what you expect is as important as the predictable. We understand the importance of teaching skills and knowledge in the three areas of Science and ensure these skills and knowledge are purposeful and progressive. Through cross-curricular opportunities, a Hollyfast Scientist is encouraged to question and consider the impact, within society as well as on their futures.

Our Approach

We follow an enquiry- based approach which focuses on the acquisition of substantive knowledge before ‘proving’ or inquiring through investigations . There is a heavy focus on the use of dialogic talk within science with collaboration between pupils to equip them with the understanding of scientific language. This enables them to clarify, explain, evaluate and communicate their thinking.  Through the use of  big questions for lessons, children are able to identify and understand the importance of the substansive knowledge they are learning, attaching it to a relevant and meaningful situation.

Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up.  Through consistent use of  symbols for the  5 enquiries, children are able to identify what working scientifically means with the ten working working scientifically skills being embedded into lessons. This ensures these skills are being developed throughout their Hollyfast journey.

Through engaging and varied teaching styles, workshops, trips and interactions with experts, children have the understanding that science has changed our lives and will continue to do so in the future.

Assessment of children’s understanding of substantive and disciplinary skills is carried out through a range of formative assessment strategies including the use of ‘Bright ideas’ . Through the use of unit ‘What I Know sheets’, teachers are able to identify gaps and misconceptions in learning before starting the unit, thus ensuring the teaching is tailored to the needs of the individuals.

Long Term Overview and Progression Documents