At Shotley Bridge Primary School we understand that science has changed our lives and is vital to the world’s future prosperity. Children are the future. At Shotley Bridge Primary School we teach our children science to a high standard in all classes, teaching them the essential aspects of the knowledge, methods, processes and uses of science which are essential as future citizens in an ever changing world. At Shotley Bridge Primary School the high-quality science curriculum we provide to our pupils sets the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Having a secure foundational knowledge of scientific concepts is essential for our pupils’ future studies within our own school, secondary school, college, university and beyond, enabling them to achieve their aspirations and have the confidence to use and apply them in all aspects of everyday life.
The pupils at Shotley Bridge Primary School are encouraged to work scientifically, recognising the power of rational explanation and developing a sense of excitement and curiosity about natural phenomena. Our children develop an understanding of the nature, processes and methods of science through different types of scientific inquiries that help them to answer questions about the world around them: practical experiences (including exploring the outdoor environment and locality); observation over time; pattern seeking; identifying, classifying and grouping scientific information; comparative and fair testing; and researching using secondary resources. Lessons are carefully planned to ensure children are given opportunities to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes. At Shotley Bridge Primary School we ensure that children apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.
At Shotley Bridge Primary School, we recognise the importance of spoken language in pupils’ development across the whole curriculum. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. Pupils learn to describe associated processes and key characteristics in common scientific language, but they also use technical terminology accurately. We ensure children build up an extended specialist vocabulary. Children are assisted in making their thinking clear, both to themselves and others, and teachers ensure that pupils build secure foundations by using discussion to probe and remedy misconceptions.
Working scientifically is embedded within the different units children are taught at Shotley Bridge Primary School, focussing on the key features so that pupils learn a variety of approaches to answer scientific questions. Scientific knowledge and skills are self-assessed by children at the end of the unit. Teachers use this information, as well as ongoing assessments of pupils’ understanding to ensure that any misconceptions are addressed, and all children are prepared for the next stage of learning. At Shotley Bridge Primary School we understand that It is vital for children to develop a secure understanding of each key block of knowledge and concepts in order to progress to the next stage. We are proud of our rigorous analysis of termly assessments enabling us to make appropriate early interventions to ensure every child makes high levels of progress.
Our science programme of study is set out year-by-year across the whole school. Curriculum maps for scientific skills taught are sent home termly. Our curriculum is enriched by rich, diverse science experiences across the whole school (e.g. annual scientist visits; themed science days; additional visits such as trips to STEM centre; after-school science club; in-school science leaders).
The science subject coordinator monitors the subject closely in Shotley Bridge Primary School to ensure children are working at a high standard: book and planning scrutinies, learning walks, lesson observations, evaluation of school data compared to national standards, attending local authority network meetings and courses to ensure they stay abreast of best practice, and leading whole-school training for staff members, form a part of this.
