The person responsible for developing Science at our school is Mr M. Phillips.
At Whiston Willis Primary Academy, we use the Reach Out curriculum (KS2) and Kent scheme of work (KS1) to deliver our Science lessons. The scheme ensures coverage of the curriculum, in such a manner that children are engaged and enjoy their learning. Each unit is introduced through the use of a knowledge organiser, exploration of resources linked to each topic and participation in a range of pre-learning activities, such as children responding to concept cartoons and investigating a focus scientist.
There is clear progression in the key scientific knowledge, concepts and vocabulary, from Year 1 to Year 6. Each unit clearly indicates the aspects of knowledge to be developed and knowledge organisers indicate the ‘learning journey’; i.e. where the knowledge and concepts of that particular unit fit within the learning for that particular aspect of science as the child progresses through the primary phase.
A range of activities enable the children to develop both their scientific understanding and their mastery of the nature, processes and method of science, as well as an intense focus on developing scientific vocabulary. ‘Working Scientifically’ is taught through a constructive approach to learning. Each and every unit of study the emphasis is on the children learning by doing. In accordance with the constructive theory of learning, the units encourage activities that will enable the children to test their previously held ideas. In doing so, they will also be encouraged to develop a bank of skills and an understanding of the processes required to be able to do good science. In every unit of work the most suitable aspects of the statutory requirements for Working Scientifically have been selected. Each of these requirements will be thoroughly covered throughout both of the Key Stages. There are suggestions throughout every unit as to how the children could record their learning. Consideration has been given to not just how they will record, but also the reason for recording in each of the different instances.