Science – curriculum information
At Parkstone Primary School, our Science curriculum encourages children to be curious, ask questions and develop a deeper understanding of the world around them. Through a carefully planned sequence of learning from EYFS to Year 6, pupils explore a range of scientific disciplines including biology, chemistry and physics, developing both their knowledge and their skills as young scientists. Lessons are designed to promote enquiry, observation, prediction and investigation, helping children to think critically and work scientifically.
Using the Kapow Primary Science scheme, children build their understanding of key concepts such as plants, animals, materials, forces, electricity, light, space, evolution and habitats. Scientific enquiry is woven throughout the curriculum, providing regular opportunities for children to carry out investigations, analyse evidence and make connections between different areas of learning.
Our aim is to inspire a lifelong interest in science by nurturing curiosity, resilience and a sense of wonder about the natural and physical world, while equipping pupils with the knowledge and skills they need for future learning.
‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’
‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’
‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’
‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’
‘Children in early years learn phonics as soon as they start school.’
‘Pupils enjoy the books their teacher reads to them.’
‘All
adults have high expectations of pupils’ behaviour.’
‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’
‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’
‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’
‘The reading curriculum is well organised.’
‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’
‘All pupils know the school rules.’
‘The governing body challenges leaders on the actions they are taking to improve the school.’
‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’
‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’
‘Staff are happy, and morale
is high.’
‘Pupils who are falling behind in their phonics get extra help to catch up.’
‘Pupils are very positive about their
mathematics work.’
‘In Reception, phonics is taught every day.’
‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’
‘Leaders
have provided teachers with the phonics training they need.’
‘Teachers say that leaders listen to their views and help them to manage their workload.’
‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’
‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’
‘Pupils thrive at this inclusive school.’