Subject leader: Miss Dunstan
Contact email: email@example.com
‘Science is simply the word we use to describe a method of organising our curiosity.’
— Tim Minchin —
At Pennoweth, we encourage children to develop their interest and inquisitiveness in and for Science. Our Science curriculum, taken from Cornerstones, fosters a healthy curiosity about the universe and promotes respect for the living and non-living. To us, Science encompasses the acquisition of knowledge, concepts and skills positively.
Science at Pennoweth is taught in blocks across a two-year cycle in order that children achieve depth in their learning. Key knowledge, skills and associated vocabulary have been identified and these have been mapped across the school to ensure progression. At the start of each unit, teachers establish the starting point for each child and ensure that all lessons taught are relevant and developmental, and consideration is given to how greater depth will be reached within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
The curriculum is designed to ensure that children can acquire key scientific knowledge through practical experiences: using equipment, conducting experiments, carrying out investigations, conjecturing and explaining concepts with confidence.
We support our curriculum, wherever possible and relevant, by encouraging visitors with specialist scientific expertise to share their knowledge and skills. To enhance our teaching and learning, we visit relevant places of scientific interest, including secondary schools who can offer specialist scientific resources and experiences.
Where possible and appropriate, cross curricular outcomes in Science are specifically planned for, with strong links between the subject and English and Maths lessons identified, planned for and utilised. During the unit, the chosen class text also links to the aspects being taught. Links are made to Cornish scientists where relevant to support teaching and learning across the subject.
The culture of our DNA at Pennoweth also aids and supports the teaching of Science.
The introduction of sticky strips at the start of each Science project ensures that our children are provided with the key facts to learn and retain as they ‘stick’ in the children’s minds. The mapped progression of key knowledge, skills and vocabulary as well as opportunities to work scientifically through practical experiences ensure that our children feel safe and comfortable. The use of knowledge recalls at the start of each Science project, and a pitstop during, means the starting and current point of each child is carefully considered and ensures that every child is included in every lesson, and the help and support they receive from their adults and peers help them to feel loved. They are able to be responsible for their own learning, plan and conduct experiments, use equipment to test their theories and work with peers to explore and explain concepts. They are encouraged to make mistakes and helped to learn from them, not see them as failures. The children are engaged and motivated in their learning as a healthy curiosity about the world is fostered through visitors with specialist expertise, visiting places of scientific interest and providing the children with experiences that enhance greater depth thinking that ensures that all children are sufficiently challenged. Knowledge banks are used to identify the scientific knowledge that children have retained and identify any gaps in learning which can be specifically planned for. Finally, our children are ready. They are ready to be independent, secure scientific learners who can be resilient and apply their knowledge in different situations and contexts, across the curriculum and the wider world.
Science at Pennoweth is taught in blocks that have been mapped over a two year cycle to ensure that our children immerse themselves within the science linked to a particular project, such as 'Predators' or 'Blue Abyss'. Key knowledge, skills and associated vocabulary have been identified and these have been mapped across the school to ensure progression.
At the start of each Science unit, teachers establish the starting point for each child and ensure that all lessons planned and taught are developmental and challenging. The curriculum has been designed to ensure that the children are provided with the opportunities to develop their working scientifically skills through practical investigations and experiments.
Lochlan - Year 2 - 'Bounce'
'We tested the balls to see if they bounced and the bouncy ball, tennis ball, football and plastic ball bounced. I predicted the plastic ball would bounce the highest and I was right. I like testing the balls. It was fun.'
Isaiah - Year 2 - 'Bounce'
'Comparing balls was fun because I liked investigating the different types of balls on different surfaces. It was really interesting!'
Natalie - Year 1 - 'Scented Garden'
'I've enjoyed watching the seeds grow and the flowers change colour. I've learnt that water goes up the stem to the leaves to give plants food.'
Riley - Year 2 - 'Scented Garden'
'I've enjoyed planting sweet peas and watching plants grow. I have learnt plants come from seeds and need water, soil and sunlight to germinate.'
'In science, I've enjoyed learning about the different types of teeth and the digestive system.'
Zach - Year 3 - 'Burps, Bottoms and Bile'
'In science, I've enjoyed learning about the four types of teeth: incisors, canines, premolars and molars. It was very interesting to learn the job of teeth. I also liked the stages of the digestive system. It was amazing how many bits of bacteria get stuck in your teeth!’
Lily - Year 4 - 'Burps, Bottoms and Bile'
‘I enjoyed all of the experiments in Burps, Bottoms and Bile. It was so interesting to see how different drinks affect your teeth and we were surprised to find that orange juice damaged the eggshell the most!’
Freddie - Year 3 - 'Scrumdiddlyumptious'
'I liked the experiment where we altered the eggs as it was fun to see what happened to them.'
Harry - Year 4 - 'Scrumdiddlyumptious'
‘I enjoyed experimenting with the egg in vinegar and observing what happened. It wasn't as bouncy as we thought!’
TJ - Year 5 - 'Stargazers'
'It was good that we did different parts of our project in different lessons, doing Science in PE was lots of fun!'
Exodus - Year 6 - 'Stargazers'
'I really enjoyed learning all about space and all the fun, practical activities. The astronaut training day was the best, I learned so much that I didn’t know before!'
Rebecca - Year 6 - 'Stargazers'
'It was fun doing science outside when we investigated gravity – I was surprised that Galileo was correct, and that weight didn’t affect how quickly the objects fell to the ground.'