Science

At Oldfield we have a curriculum which is designed to stimulate learning and reinforce our mission “Joy through effective Learning for Life”. Science is a huge part of our curriculum! We believe in igniting children’s curiosity, investigating, experimenting and researching to find out all about the world around them.

Children enjoy learning Science because they:

  • ask questions of the world around them;
  • investigate ways to find the answers;
  • have many exciting trips and visits (Science museum, Natural history, Science shows, Planetarium, Chicks, caterpillars and butterflies)

At Oldfield we know children learn best when the learning is interactive, multisensory, fun and relevant. Learning outdoors plays a significant role in helping pupils develop important life skills like good communication, team work, problem solving and leadership that are essential to a well-rounded education.

At Oldfield we use our extensive outdoor grounds to learn about nature. “Being Green” and developing a strong understanding of how to be environmentally aware is a central part of our school ethos. Children have the opportunity throughout the year to understand (and more importantly experience) life cycles, and how to sow, grow and nurture plants.

Teachers plan topics to enable a systematic, scientific approach to learning, developing useful knowledge, skills and attitudes about the world in which we live. Science experience is presented to the children in a practical, relevant context: Children may learn about forces, but also develop this practically by launching boats. Enquiry, analysis of problems, formation of ideas and their testing and are encouraged through whole class, group or individual investigations and project work, designed to arouse the children's natural curiosity.

By tapping into the varied resources available in the school, children are drawn into enjoying Science and understanding how to Work scientifically in readiness for later life.

This is how Science is organised at Oldfield. We follow the National Curriculum and 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.

KS1

The main focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They are encouraged to be curious and ask questions about what they notice. Most of their learning about science is done through the use of first-hand practical experiences, with the use of appropriate secondary sources, such as books, photographs and videos.

Lower KS2

The main focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments. Children are encouraged to ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, finding things out using secondary sources of information.

Upper KS2

The main focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. Children do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, children encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time..

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