Science – curriculum information
At Withernsea Primary School Science is a fundamental part of our curriculum. We strive to provide all children with an inclusive, high quality, broad and balanced Science curriculum that helps children develop into curious and independent learners. Science is taught throughout the school to encourage all children to investigate the world around them progressing from their local environment, to more globally and beyond.
We aim for every child to be confident enough to explore and investigate their world with hands on learning experiences. Science teaching at Withernsea Primary school also aims to equip children with the specific skills to help them think scientifically, to gain an understanding of scientific processes and realise the importance of Science for society, today and in the future.
Science teaching at Withernsea Primary school encourages all children from Foundation Stage to Key Stage 2 to have opportunities to ask questions, predict, hypothesise, gather/ interpret data from observation and draw conclusions.
Scientific enquiry skills are embedded in each topic and these are revisited and developed throughout the years. Equal emphasis is given to the disciplines of Biology, Chemistry and Physics through units of work linked to animals, plants, forces, light, sound, earth, space and materials.
Sequences of lessons are planned to build on the children’s prior knowledge. Specific vocabulary for each topic is taught and built up through each year group. Children are ‘pre-loaded’ with information for topics they will cover in the future, allowing them to make connections between scientific processes and ideas.
As a whole school, we enjoy participating in the annual British Science Week and endeavour to promote a love of Science through the variety of themes provided; fun Science activities are matched carefully to the different age ranges from Foundation through to Y6 helping to foster a lifelong affinity with Science and so inspire the young Scientists and Engineers of the future.
Further information:
‘I love school’ …
‘Teaching is improving. Teachers are successful in keeping pupils on task. They offer pupils activities which catch their imagination and motivate them to do well.’
‘Pupils who are experiencing significant turbulence in their lives are well supported. As a result, they stay engaged in their learning.’
‘Leaders, including governors, understand the strengths and weaknesses of the school’s work.
They take decisive action to secure improvement. Consequently, the gaps in the progress made by different groups of pupils are diminishing.’
‘You have all been amazing. I hope all you teachers are proud of yourselves for the way you have conducted things throughout this pandemic. Proud to say my children are students at Withernsea Primary School’
‘its really fun, it makes learning fun’
‘I would like to say thank you to everyone at Withernsea Primary School for everything you have done…..you have all been amazing’
‘the teachers explain really well’
‘thank you for keeping me safe’
‘Leaders have made significant improvements to early years provision. As a result, children
are making a strong start in building their skills in reading, writing and mathematics.’
‘I love school, its amazing, its like a second home’
Pupils are making good progress in improving their reading, writing and mathematical skills. Pupils’ progress in key stage 1 is particularly strong. Pupils are developing a range of exciting vocabulary in their writing. Pupils’ handwriting and spelling are weaker.
‘The curriculum supports pupils in developing positive attitudes to learning. Leaders have linked activities closely to pupils’ interests and aspirations. This has been particularly successful in engaging boys.’
‘I love school, its a good place to learn’…
‘ I would just like to say what a great help all the teachers and staff at Withernsea Primary School have been to parents/grandparents and carers during these very strange last months. Thank you’
‘Pupils behave well in the classroom and around the school. Teachers support pupils with
identified behaviour difficulties well.’
‘Most-able pupils and those who have special educational needs (SEN) and/or disabilities generally make good progress because teachers match tasks carefully to their needs.’