Science subject information
At Thorpepark we aim to offer all children an engaging science curriculum which meets the needs of every child. We want to give the children opportunities to learn and encourage them to want to find out more and question why. Opportunities are to be presented for the children to explore aspects of science which will promote the enjoyment of the subject and for the children to reach their full potential. Our aim is to promote a positive attitude towards Science and the willingness of the children to want to learn more.
Intent
To provide our children with a sense of enjoyment towards science and scientific enquiry, we teach them to question why and how. Our intent is to enable our children to develop their own thinking and confidence in their own beliefs. At Thorpepark, our children learn about different aspects of science and how to investigate to prove theories. The requirements of the National Curriculum are covered during the academic year, with opportunities to learn about aspects of biology, chemistry and physics outlined in the LTP.
Implementation
To provide our children with an enriching and engaging curriculum we teach science by:
- Following the National curriculum which then builds on and adds to the children’s understanding through each key stage.
- EYFS – The natural world, seasonal changes, states of matter, animals and habitats
- Year 1 – animals including humans, plants, seasonal change and materials
- Year 2 – animals including humans, living things in their habitats, materials and plants.
- Year 3 – animals including humans, living things in their habitats, rocks and soils, magnets and forces
- Year 4 – animals including humans, living things, electricity, states of matter and sound
- Year 5 – animals including humans, living things and their habitats, forces, materials and earth and space
- Year 6 – animals including humans, living things and their habitats, electricity, light and evolution and inheritance
- Progression can be seen through the year groups when topics have been revisited.
- Sticky knowledge accompanies each topic which allows prior learning and knowledge to be built upon.
- End of unit quizzes to assess the children’s learning and understanding to go alongside lesson assessment. This will ensure good progress has been made.
- Scientific vocabulary for each unit is included for each unit to embed the teaching.
- Inquiry based activities and investigations from EYFS to KS2.
Further subject information:
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
“There is a truly inclusive ethos.”
“Pupils learn about people and places from their local area in all subjects.”
“The school’s offer for pupils’ personal development is exceptional.”
“Leaders know the pupils, their families and the community very well.”
“Parents work in partnership with leaders and staff.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupils are well prepared for secondary education.”
“Children in the early years get off to a good start.”
“Pupils thrive at Thorpepark Academy.”
“Pupils are motivated to learn.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupil ambassadors check on other pupils’ well-being.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils are exposed to a wide range of high-quality books.”
“Leaders prioritise pupils’ well-being.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils learn the importance of contributing to their community.”
“Pupils understand how to keep their minds and bodies healthy.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
