Our Curriculum | Our Learning | English | Mathematics |
Science | Music | Art | RE | MFL | D&T | Geography | History | Extra-Curricular |Online Safety
Science | Music | Art | RE | MFL | D&T | Geography | History | Extra-Curricular |Online Safety
SCIENCE
Our Science curriculum fosters and develops our pupils’ curiosity about natural phenomena and enables our children to make sense of the ever-changing world in which they live.
At the Hamlet, we pride ourselves in encouraging the children’s curiosity and wonder about everyday natural phenomena. Science in our school focuses on developing children’s ideas and ways of working that enable them to make discoveries and gain a stronger sense of the world. The children are encouraged to ask and discuss questions to deepen their understanding, and to develop those all-important reasoning and justifying skills. Where possible, science is linked to class topics, to further enrich the children’s learning experiences, and throughout the year, children attend school trips and visitors meet the children to support their learning.
Knowledge
Whilst working scientifically is important, we also ensure the children develop their confidence and understanding of the core scientific knowledge and conceptual understanding of the three core subjects (biology, chemistry and physics), as well as the vocabulary that enables the children to engage in high quality scientific discussion.
Whilst working scientifically is important, we also ensure the children develop their confidence and understanding of the core scientific knowledge and conceptual understanding of the three core subjects (biology, chemistry and physics), as well as the vocabulary that enables the children to engage in high quality scientific discussion.
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Year 3
Year 5
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Year 4
Year 6
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Working Scientifically
When working scientifically, the children are taught to consider a range of ideas, evaluate evidence, plan and produce investigate work, and record and analyse data. See below the 6 key enquiry types children use throughout their science learning.
When working scientifically, the children are taught to consider a range of ideas, evaluate evidence, plan and produce investigate work, and record and analyse data. See below the 6 key enquiry types children use throughout their science learning.
Science Knowledge Organisers
Knowledge Organisers are used support children in remembering and explaining key information they learn in each science unit. They include the basic key facts the children are required to know in line with the National Curriculum, along with the key vocabulary and images to support their conceptual understanding of the processes.
The Knowledge Organisers are designed in a way that can aid children’s independent revision of topics, as each area is easy for the children to cover up and reveal and symbols and images to guide them when doing so. Within the primary science curriculum, the majority of the units are linked as they move through the year groups. Therefore, the Knowledge Organisers can also be a useful resource to recap prior learning that is likely to be revisited within or linked to a new topic.
Knowledge Organisers are used support children in remembering and explaining key information they learn in each science unit. They include the basic key facts the children are required to know in line with the National Curriculum, along with the key vocabulary and images to support their conceptual understanding of the processes.
The Knowledge Organisers are designed in a way that can aid children’s independent revision of topics, as each area is easy for the children to cover up and reveal and symbols and images to guide them when doing so. Within the primary science curriculum, the majority of the units are linked as they move through the year groups. Therefore, the Knowledge Organisers can also be a useful resource to recap prior learning that is likely to be revisited within or linked to a new topic.
| Y3 - Knowledge Organisers | Y4 - Knowledge Organisers | Y5 - Knowledge Organisers | Y6 - Knowledge Organisers |
STEAM
Our children are innately curious and we need them to stay that way if we are to thrive in an ever-changing, technological world. A central aim of our primary curriculum is to nurture children so that they become independent, self-motivated scientists. An essential part of this is giving children opportunities to take the lead in their own learning and both ask and answer questions that they are interested in and wonder about. We understand and embrace the benefits to children and young people of having a mix of STEAM skills and the importance of a broad education that gives parity to science, technology, engineering, arts and maths subjects. Monthly, we share ‘big questions’ about the wider world in which we live. Children are invited to share their responses to this STEAM question, which we encourage to be as creatively and critically represented as possible. See past questions below.
Our children are innately curious and we need them to stay that way if we are to thrive in an ever-changing, technological world. A central aim of our primary curriculum is to nurture children so that they become independent, self-motivated scientists. An essential part of this is giving children opportunities to take the lead in their own learning and both ask and answer questions that they are interested in and wonder about. We understand and embrace the benefits to children and young people of having a mix of STEAM skills and the importance of a broad education that gives parity to science, technology, engineering, arts and maths subjects. Monthly, we share ‘big questions’ about the wider world in which we live. Children are invited to share their responses to this STEAM question, which we encourage to be as creatively and critically represented as possible. See past questions below.
Science beyond our school
Our Science Leader, Miss Harris, is a Specialist Leader of Education for Primary Science, supporting local schools with the development of their science curriculums, whilst leading the Southwark Science Cluster. This cluster has developed our science network, involved DHJS in research projects and both developed and deepened our teaching of and children’s learning of primary science. In May 2016, DHJS achieved the Primary Science Quality Mark Silver Award, and we will take part in the year-long programme again in May 2020.
Our Science Leader, Miss Harris, is a Specialist Leader of Education for Primary Science, supporting local schools with the development of their science curriculums, whilst leading the Southwark Science Cluster. This cluster has developed our science network, involved DHJS in research projects and both developed and deepened our teaching of and children’s learning of primary science. In May 2016, DHJS achieved the Primary Science Quality Mark Silver Award, and we will take part in the year-long programme again in May 2020.
