Vision Statement
Together we inspire one another to love learn respect and forgive, rooted and built up in Christ, so that every member of our school community can develop and flourish; united in mutual respect with a sense of belonging.
Intent of the teaching and learning of Science
We teach Science as it provides the foundations for understanding the world and ensures our pupils have a greater depth of knowledge about the world we live in. We teach Science through the development of knowledge, skills and processes of scientific enquiry and follow the Lancashire themed booklets in Key Stage 1 and 2 and a bespoke child-interest led curriculum in EYFS.
Implementation of the teaching and learning of Science
We teach Science through direct teaching of knowledge and concepts, prediction and testing skills, analysis of cause and effect and development of key vocabulary to explain understanding. Science units are blocked and teaching and learning is documented in science books (KS1 & KS2). In EYFS, understanding the world is developed through enquiry within provision and wider planned opportunities and documented through observations within individual learning journeys.
Our pupils learn about concepts based on biology, chemistry and physics and are supported through wider opportunities such as class projects, themed days, visitors and outdoor opportunities. We are lucky enough to have a large school ground with opportunities for outdoor learning and these are incorporated planned activities where possible.
Impact of the teaching and learning of Science
Our pupils apply the knowledge and skills they have learnt to practical testing and analysis, using what we have learnt to discuss what we have discovered and use scientific vocabulary to demonstrate out learning.
At St Joseph’s, we continuously assess Science through tracking tools, questioning, plenaries, discussion and debate, as well as assessment for learning. Knowledge and skills learnt during Science units are documented on unit front covers/KWL grids and can be used by pupils as a form of self-assessment. Any gaps found in learning are addressed through verbal and written feedback.
Mrs M Murray (Subject Lead)
