Bolsover Church of England Junior School
Science
“Nothing has such power to broaden the mind as the ability to investigate systematically and truly all that comes under thy observation in life.” - Marcus Aurelius
Our Science Vision
At Bolsover Church of England Junior School, our science curriculum is planned with the absolute desire to excite and challenge all pupils. We believe the children should be exposed to a high-quality and inclusive science education, which provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science is an ever-evolving subject and is vital to the world’s future prosperity. Our science curriculum supports children’s ambitions and allows them to be the best they can be give; giving them the necessary knowledge for life in Modern Britain.
At Bolsover, all pupils will be taught essential aspects of the knowledge, methods, processes and uses of science. Throughout their time at Bolsover, children are encouraged to develop and use a range of working scientifically skills including, questioning, researching and observing for ourselves. Through our science curriculum, we challenge our pupils to develop resilience and perseverance. By building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Our pupils are taught concepts and skills in an order that enables them to make useful connections. Within our science curriculum, vocabulary plays a significant part in embodying and communicating concepts through reading, exploration of new vocabulary and its meaning within contexts that stimulate our pupils’ thinking. Our science curriculum allows for pupils to experience life in all its fullness - it goes beyond Bolsover and helps them to develop a good scientific understanding.
Subject Leader
The subject leader for science in school is Mrs Lesly Ellis. She can be contacted on 01246 822327 or via our school email at info@bolsover-jun.derbyshire.sch.uk. Our science nominated governor is Mrs Pamela Hall who can contacted via the same contacts above.
Purpose
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
.
The National Curriculum for Science aims to ensure that all pupils:
- 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
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
- Working scientifically, following practical scientific methods, processes and skills through teaching scientific content.
Subject Policies and Guidance
What do we know about careers in science?
Learning in science, it’s all about innovation, discovery and research. Careers in science are genuinely some of the most exciting, interesting and significant out there, they are diverse. It’s all about improving people’s lives, improving commercial enterprises and developing knowledge and understanding of people, nature, the world and the universe. Jobs in the scientific sector include:
- Biomedical engineer
- Clinical psychologist
- Clinical scientist (various fields)
- Crime scene investigator
- Doctor
- Forensic scientist
- Hospital pharmacist
- Meteorologist
- Nurse
- Pharmacist
- Researcher
- Teacher
Curriculum Document - what do the progression of knowledge, skills and vocabulary in science look like at Bolsover?
Knowledge Organisers
How do we assess learning in Science?
The purpose of assessing pupil progress in Science is to assist pupils in understanding their own progress, aid teachers with tailoring next lessons, as well as informing the monitoring of progression and attainment. Teachers show on their plans when, what and how they mean to assess pupil’s progress, this is usually replicated on the toolkits used for the lesson so that the children understand what is expected of them (See Marking and Feedback Policy).
Teachers use regular assessment for learning (afl) throughout the lesson to tailor the needs of the pupils. These assessments made throughout the academic year and teachers liaise with all stakeholders to suit.
On completion of a unit of work, we make a summary judgement about the work of each pupil in relation to the expectations of the unit. We record the progress on skills sheets for assessment, which we use as a basis for assessing the progress of each child, for setting new goals, and for passing information on to the next teacher at the end of the year.
Bolsover Church of England Junior School
Science
“Nothing has such power to broaden the mind as the ability to investigate systematically and truly all that comes under thy observation in life.” - Marcus Aurelius
Our Science Vision
At Bolsover Church of England Junior School, our science curriculum is planned with the absolute desire to excite and challenge all pupils. We believe the children should be exposed to a high-quality and inclusive science education, which provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science is an ever-evolving subject and is vital to the world’s future prosperity. Our science curriculum supports children’s ambitions and allows them to be the best they can be give; giving them the necessary knowledge for life in Modern Britain.
At Bolsover, all pupils will be taught essential aspects of the knowledge, methods, processes and uses of science. Throughout their time at Bolsover, children are encouraged to develop and use a range of working scientifically skills including, questioning, researching and observing for ourselves. Through our science curriculum, we challenge our pupils to develop resilience and perseverance. By building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Our pupils are taught concepts and skills in an order that enables them to make useful connections. Within our science curriculum, vocabulary plays a significant part in embodying and communicating concepts through reading, exploration of new vocabulary and its meaning within contexts that stimulate our pupils’ thinking. Our science curriculum allows for pupils to experience life in all its fullness - it goes beyond Bolsover and helps them to develop a good scientific understanding.
Subject Leader
The subject leader for science in school is Mrs Lesly Ellis. She can be contacted on 01246 822327 or via our school email at info@bolsover-jun.derbyshire.sch.uk. Our science nominated governor is Mrs Pamela Hall who can contacted via the same contacts above.
Purpose
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
.
The National Curriculum for Science aims to ensure that all pupils:
- 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
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
- Working scientifically, following practical scientific methods, processes and skills through teaching scientific content.
Subject Policies and Guidance
What do we know about careers in science?
Learning in science, it’s all about innovation, discovery and research. Careers in science are genuinely some of the most exciting, interesting and significant out there, they are diverse. It’s all about improving people’s lives, improving commercial enterprises and developing knowledge and understanding of people, nature, the world and the universe. Jobs in the scientific sector include:
- Biomedical engineer
- Clinical psychologist
- Clinical scientist (various fields)
- Crime scene investigator
- Doctor
- Forensic scientist
- Hospital pharmacist
- Meteorologist
- Nurse
- Pharmacist
- Researcher
- Teacher
Curriculum Document - what do the progression of knowledge, skills and vocabulary in science look like at Bolsover?
Knowledge Organisers
How do we assess learning in Science?
The purpose of assessing pupil progress in Science is to assist pupils in understanding their own progress, aid teachers with tailoring next lessons, as well as informing the monitoring of progression and attainment. Teachers show on their plans when, what and how they mean to assess pupil’s progress, this is usually replicated on the toolkits used for the lesson so that the children understand what is expected of them (See Marking and Feedback Policy).
Teachers use regular assessment for learning (afl) throughout the lesson to tailor the needs of the pupils. These assessments made throughout the academic year and teachers liaise with all stakeholders to suit.
On completion of a unit of work, we make a summary judgement about the work of each pupil in relation to the expectations of the unit. We record the progress on skills sheets for assessment, which we use as a basis for assessing the progress of each child, for setting new goals, and for passing information on to the next teacher at the end of the year.