Subject Lead:   Miss Platt

Link Governor: Dr Mellor

Science gives pupils the opportunity to study things and try to figure out patterns or rules to explain how they work. Across all year groups scientific knowledge and skills should be learned by working scientifically. Science is a fun and engaging way for children of all ages to explore the world around them. From watching chicks hatch in Reception to investigating the furthest reaches of our universe in year six, the science curriculum is both varied and exciting. Since the implementation of the New Primary Science Curriculum in October 2014, science has enjoyed a real boost and the sense of achievement in children is visible. Here at Hassell we strive to make science accessible to all children through detailed and imaginative lessons, interesting resources and of course that extra bit of scientific magic!

Core Learning:
• To work scientifically
• To understand and investigate the living world
• To understand and investigate materials
• To understand and investigate physical processes such as light, the solar system, forces and electrical circuits.

Characteristics of a Scientist:
• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.
• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
• High levels of originality, imagination or innovation in the application of skills.
• The ability to undertake practical work in a variety of contexts, including fieldwork.
• A passion for science and its application in past, present and future technologies.

Using and Applying English and Maths within Science:
• Demonstration of skills taught within focussed English session;
• Debates, discussion and hypothesis, written reports and presentation of results.
• Demonstration of skills taught within focussed Maths sessions;
• Accurate measurements and use of different measures. Analysing results.
• Data handling eg. What percentage of pupils complete daily exercise as part of a healthy lifestyle?

Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds.