At Cupernham Junior School, we encourage children to be inquisitive throughout their time at the school and beyond. The Science curriculum strives to foster a natural curiosity in our young scientists about our universe and promote respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes through the use of enquiry.
In conjunction with the aims of the National Curriculum, our Science teaching offers opportunities for children to:
Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics.
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.
Be equipped with the scientific knowledge and vocabulary required to understand the uses and implications of Science, today and for the future.
Develop the essential scientific enquiry skills to deepen their scientific knowledge.
Use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including technology, diagrams, graphs and charts.
Develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety.
Develop an enthusiasm and enjoyment of scientific learning and discovery.
How do we teach Science?
Science should follow a problem solving approach where a problem is posed, teaching occurs so that all children will have the knowledge to be able to tackle the problem and then the problem can be solved.
To support investigational science, we use a three prong approach throughout the whole school. This progresses as children develop as scientists, to allow them to develop their disciplinary skills.
Three prong approach:
This approach allows children to consider the appropriate scientific methods to support their learning by:
- encouraging discussion
- inspiring choice
- ensuring children consider alternative approaches
- helping children to change direction in their investigations when necessary
Progression of knowledge, understanding and skills
Science at Cupernham Junior School
Why we teach Science in our school
A high-quality science education provides the foundations for understanding the world. All pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up an understanding of the key scientific ideas and concepts, pupils are taught to use rational explanation and encouraged to develop a sense of excitement and curiosity about natural phenomena. Children work scientifically to explain their observations, to make predictions and analyse causes.
Aims of Science teaching in our school
At Cupernham Junior School we aim, through teaching the National Curriculum, to teach the children scientific skills and knowledge, to think creatively and independently, to foster an enthusiasm for science and to encourage open mindedness and sensitivity to the world around them.
Planning and Delivery
Teaching of science at our school is based on Hampshire’s Key Ideas for science which ensures coverage of the new national curriculum programmes of study.
Each year group has specific key ideas to cover, often within a cross-curricular topic approach or sometimes a ‘sharp focus’.
Progression in the teaching of scientific skills develops throughout the key stage and is based on the ‘Working Scientifically’ requirements in the curriculum.
We aim to deliver the Science curriculum through first-hand experience. Children are involved in exploring scientific equipment, directing their own enquiries, thinking creatively about scientific ideas, gaining scientific knowledge (key ideas), observing accurately, co-operating with others, sorting, comparing, grouping and classifying, drawing conclusions by analysing evidence and deciding on its reliability, applying skills from other subjects and relating their work to everyday experience. Throughout the school children become more independent in the application of these skills.