We are Scientists
At Amesbury CE Primary School, we recognise the importance of science in every aspect of daily life. As one of the core subjects taught in primary schools, we give the teaching and learning of Science the prominence it requires.
The scientific area of learning is concerned with increasing children's 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.
Alongside everything we do, we continually embed our values of kindness, dignity and endurance into the teaching of science.
What is the point of being a Scientist?
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught
essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of
excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The aims of being a Scientist are:
- to develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- to 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
- to be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
Where does it come from?
Being a Scientist is integrated into our curriculum through Curious-city. An enquiry-led, local learning approach to the National Curriculum 2014. This approach recognises that the cognitive maturity of learners affects what and how they learn. It also encourages teachers to think of how they encourage learners to be a Scientist instead of simply teaching them Science.
Within a Curious-city curriculum, there is no ‘skills or knowledge’ debate. It is seamless blend of both, and through every enquiry, learners are challenged to work independently to prove their understanding of Being an Scientist.
In Early Years, science is taught through the children learning about the world around them in their learning through play. Additional opportunities are provided in science, such as: whole- school science days, science fairs and educational visits linked to the science curriculum. We endeavour to ensure that the science curriculum we teach will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.
What is ‘covered’?
Essentially, a Curious-city curriculum uses the National Curriculum 2014 areas as a basic foundation of entitlement. However Curious-city is much more than that. It is localised, real-life and challenges learners to apply their learning in unique ways without the support of adults to prove what they have learnt. Local companies, charities, organisations, individuals and objects are used as foci to enhance and instil a sense of curiosity, pride and stewardship.
We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases and they become more proficient in selecting and using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to reach conclusions based on real evidence. 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 find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
The approach taken at Amesbury CE Primary School results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world and prepares them well for the next stage in their education and beyond. Our engagement with the local environment ensures that children learn through varied and first-hand experiences of the world around them. So much of science lends itself to outdoor learning and so we provide the children with opportunities to experience this. Through various workshops, trips and interactions with experts and local charities, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn 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 pupil’s views and attitudes to science to support the children’s enjoyment of science and to motivate learners.