In line with the 2014 National Curriculum our aim is to provide a high quality education that equips children with the relevant skills to explore the science that is all around us. At Trinity St Mary’s Primary School, we believe that scientific investigation is one of the most powerful ways to learn; developing curiosity and perseverance as well as challenging what we know about the world. We aim to make science as practical as possible, linking it to real life contexts and giving a meaning to our learning.
Our science lessons are fun and engaging and provide the children with lots of hands on experience. We make use of all of our facilities when teaching and do not limit science to the classroom. We have lessons on the field and in the playground. We even have strong links with William De Ferrers and the children all participate in various workshops and lessons there throughout the year. Our lessons aim to develop the key skills of investigation, problem solving and team work; empowering children to question the world around them and become scientific thinkers.
Each month we have ‘STEM Friday’ where the children all take part in a science investigation, in addition to following units of work designed to inspire and promote a love of science. Recently, two of our children participated in the STEM engineering competition, with two children’s work being featured in an exhibition at Canterbury Christchurch University. As a whole school, we also entered the STEM ‘Street Food Menu’ competition which enabled classes 3 and 6 to design and cook stuffed peppers together. We look forward to celebrating more successes in science this year.
The impact of our curriculum can be seen by the enthusiasm within our children. We have a progressive curriculum that enables the children to question and challenge ideas. They look forward to learning and celebrating their achievements. We have a centralised display board that celebrates a range of work from different year groups. We also have a STEM display board which is updated regularly to show each month’s investigation. Children are enthused by the knowledge and skills they gain and regularly voluntarily produce presentations and projects at home. An example of this related to the consequences of plastic pollution which led to some children writing to their local Member of Parliament. Our curriculum is fully inclusive and all children are able to access the curriculum through differentiation and with relevant support.