Subject leader: Mrs Rowell
Contact email: firstname.lastname@example.org
‘Science-the important thing is to never stop questioning.’
— Albert Einstein —
It is our intention that all children
Our science curriculum, taken from Cornerstones, fosters a healthy curiosity about the universe and promotes respect for the living and non-living.
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 mapped across the school to ensure progression.
At the start of each unit, children complete a knowledge recall to assess their current level of understanding and establish a starting point. Lessons are sequenced to be developmental, and consideration is given to how children can be supported, in line with the school's commitment to inclusion, or to achieve greater depth in the project.
The use of 'sticky strips' at the start of each science project ensures that our children are provided with the key facts to learn and retain.
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.
Where possible and relevant, we support our curriculum 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; we pride ourselves on making strong links with English and Maths, as well as the wider curriculum. During the unit, the chosen class text also links to the aspects being taught. Where possible, links are made to Cornish scientists to further engage children and support teaching and learning across the subject.
The culture of our DNA at Pennoweth is embedded in the teaching of science.
The mapped progression of key knowledge, skills and vocabulary, as well as opportunities to work scientifically through practical experiences, ensure that our children understand, feel safe and comfortable.
The use of knowledge recalls at the beginning of a science project means teachers can consider the child's starting point and needs within the project. This ensures that every child is included in every lesson. They feel loved as a result of the help and support they may recieve to be successful.
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 recalls are used after a project 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.
Mia (Science ambassador) - Year 2 - 'Wriggle and Crawl'
'I love ladybirds, they're my favourite. I've learned that their red colours stops other animals from wanting to eat them. It's like a warning sign, it means danger.'
Ben - Year 2 - 'Wriggle and Crawl'
'I didn't know why wasps have stingers. Now I do, It's so other animals won't eat them.'
Oscar - Year 1 - 'Wriggle and Crawl'
The funny thing about food chains is that it looks like the caterpillar eats the bird and then the bird eats the fox but the arrows show you where the energy goes.
Elden - Year 2 - 'Moon Zoom'
Murcury isn't the hottest planet even though it's the first one from the sun. It doesn't have an atmosphere so it stays cold. Venus is the hottest.
Tabetha - Year 2 - 'Moon Zoom'
It was fun investigating the rockets. I predicted that the long balloon would go the furthest but it was the round ballooon. I was surprised.
'This project was so cool! A man called Gary brough in owls and other animals. He dissected owl poo. We saw mice bones and bits of skulls so that shows us what they eat.
Starla - Year 3 - Predator
We've learned about food chains. There's a a producer, a consumer, a secondary consumer then an apex predator'. An apex predator is something like a lion or a shark.
Brandon (science ambassador) - Year 6 - 'Darwin's delights'
Evolution is the changes an animal or human goes through, it is the changes that happen over time and it takes millions of years. It helps them adapt to changing situations.
Reade - Year 6 - 'Darwin's delights'
We've learned about inheritance, how some of what you look like come from your mum and some comes from your dad. It's really interesting.
Jack - Year 6 - 'Tomorrow's world'
We did an experiment with tin foil, a battery and light bulb. We had to work out how to light the bulb. It was a lot of fun. It took us a while to figure it out but we did it in the end.