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At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners. Our curriculum provides a range of creative, challenging and inspiring experiences for all. This equips our children with the life skills to be happy, flourish and be successful...Today, tomorrow and in the future

Attendance

Whole School Attendance

The schools total attendance is currently at:

95.34% Total

Intent Implementation Impact

ANGLESEY PRIMARY SCHOOL      

SCIENCE CURRICULUM INTENT    

Inquisitive, Resilient, Independent    

At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners.    

Our curriculum provides a range of creative, challenging and inspiring experiences for all.  This equips our children with the life skills to be happy, flourish and be successful…Today, tomorrow and in the future    

SCIENCE INTENT   

At Anglesey, we recognise the importance of Science in every aspect of our daily lives. We aim to develop the natural inquisitiveness of every child and to encourage respect for living organisms and the physical environment. We equip children with the scientific skills required to understand the uses and implications of science today and in the future. We teach the knowledge and concepts through a skills based approach and make links to other subjects. We ensure that the Working Scientifically skills are built on and developed throughout the school, so that children can apply what they have learned when using science equipment, conducting experiments, building arguments and explaining concepts confidently, continue to ask questions and be curious about the world.

PERSONAL DEVELOPMENT AND VALUES     

INQUISITIVE    

An inquisitive learner has a thirst for learning and wants to discover as much as they can about the world by asking questions.

RESILIENT    

A resilient learner can bounce back from challenges and problems, but also has the capacity to adapt in the face of challenging circumstances, whilst maintaining a stable mental wellbeing. 

 

INDEPENDENT    

An independent learner takes responsibility for their own learning. They are self-motivated and accept that frustration in the present is worthwhile to achieve future success. They take initiative and are good problem solvers.    

     
  • Conducting walks to develop understanding of similarities, differences, patterns and change
  • Ensuring our indoor and outdoor environments have child-initiated activities available for them at all times and focused activities and provocations are planned and dispalyed weekly alongside free play, for example, How do you get the toys out of the ice?
  • Using our outdoor environment to observe and explore differences in seasons and weathers.  
  • Exploring our natural world in the range of seasons throughout the year e.g. nature walks in to our reception garden. 
  • Developing cooking activities and looking at how things change when they are cooked and exploring how they taste e.g. stir fry, biscuits, pancakes, cakes. 
  • Having a range of science books in our reading corners
  • Using technology to find out information we don’t know e.g. Where does a crocodile live? How long is a butterfly inside a cocoon for?   
  • Using cameras and recording buttons independently to record what they have found and be able to talk about it.  
  • Designing their own questions in order to seek answers and using e mindmaps to record independent and taught learning. 
  • Using the nursery, infant and junior gardens in conjunction with science to explore plant life and habitats. 
  • Exploring habitats with the use of magnifying glasses and creating detailed drawings.
  • Providing interesting topics to stimulate the children’s curiosity for example, Blood and Guts in Year 6, where children examine an animal heart and Plant Power in Year 3 where children are actively engaged in the Growing Gains gardening project, using the organic garden.
  • Through questioning, children are encouraged and supported to think through their answers.

 

Pupils develop Resilience in science by:   

  • Understanding that trial and error in science is key and that mistakes will be made often, when investigating and using scientific skills
  • Building a habitat (e.g. a bird’s nest) using different natural materials – persevering to overcome set-backs during its construction
  • By being encouraged to take risks in Early Years (and beyond) and continue to try different things and push their boundaries, whether that be climbing a tree in the reception garden or using just their sense of touch to explore different feely boxes.  
  • Enabling children to handle natural objects, they may not have come across before, handling animals using new equipment or applying a newly learned skill and overcoming their fear and being proud of themselves when they have achieved doing something new.  
  • Providing adult led provocations that test their limits and push their boundaries. Trying new foods that they are not sure of and exploring the texture of things in different ways eg putting their hands into something slimy or tasting something for the first time.  
  • Praising, encouragement and modelling for the children, to show a can-do attitude and ability to keep trying.  
  • The children will need to test, re-rest and modify their design to complete the challenge. 
  • Using an outdoor learning environment provides lots of independent investigation of the natural world e.g. digging for worms, watering plants, upturning rocks to find bugs
  • Harvesting vegetable and fruit grown in the garden to use – exploring vegetables from the garden
  • Going on visits around the local community in the Early Years, to explore all the things we can see, this is particularly good for the children’s independence as they feel like they need to be responsible for themselves and their partners and keep safe.  
  • The children can independently access all of their learning areas in free play both indoor and outdoor, including provocations to choose from, depending on interest.
  • Accessing the specific designated area for Understanding the World and the children can freely access the provocations put out for them or choose their own resources e.g. getting the small world farm animals and putting them in a muddy puddle outside and making up stories with them.  
  • Dressing appropriately themselves for outside activities
  • Providing activities for children to take some responsibility with living things e.g. growing beans. 
  • The children have used the internet alongside science in other to further research the topic of plants for example in Year 2. 
  • Creating a plant fact file based on knowledge gathered from a school trip. 
  • Providing opportunities for children to design their own method of recording e.g. daily weather fluctuations in Year 2 
  • selecting the correct equipment and resources for an investigation and taking and recording accurate measurements. 

  

 

 

 

CREATIVE, CHALLENGING AND INSPIRING EXPERIENCES     

We use the organic garden in Key Stage 2, and the gardens in Nursery and KS1 extensively in our Science curriculum, and invite the community to our ‘Cook Off’ after each harvest. We invest in ‘Growing Gains’, which includes class teaching in the classroom and the garden as well as after school clubs, providing a practical curriculum. All year groups use one or all of our gardens throughout the year, for pond dipping, seasonal changes etc.

Creativity in Science, begins in the Early Years, in self-directed and child-initiated exploration, as examples, children finding worms and want to make a ‘home’ for them – asking what will they need to be healthy and happy in their habitat? Den building, exploring the properties of natural materials to construct a den – what works / what doesn’t e.g. hard, soft, fragile, strong, etc. Role playing as ducklings and caterpillars e.g. emerging from cardboard box ‘eggs’ and ‘cocoons’ to act out the life of a duckling & butterfly with peers.  Our child-initiated play really encourages the children to explore their environments both indoor and outdoor and access all their resources however they wish.   

We let the children explore their own ideas and follow the children’s interests when planning for example our children were talking a lot about pizzas so we put it on the planning for the following week.  

We encourage the children to create with natural objects in many different ways, for example using sticks we can create mazes, wands, swords or fishing rods. They use their habitat and topic of animals to create garden setting descriptions and detailed diagrams of scientific observations.  

Challenge is always present in science and encourages resilience which is so important at Anglesey. Open ended questions are used to really challenge the children’s thinking and get them to talk about their ideas.  Next steps, following assessments and observations are also done to challenge our children in every area.  

In the Early Years, child-initiated provocations are put in our play to challenge the children and widen their thinking and communication skills, eg putting a range of natural objects in a tray with magnifying glasses, string, paper, pencils and see what ideas the children come up with. Making bird feeders and asking, how are we going to put them in the trees? Den building and working out how to combine different natural and man-made materials to construct a den.

Older pupils work on written and challenging scientific skills such as: creating a hypothesis; writing a detailed method; drawing and captioning diagrams; recording results accurately; devising follow-up questions after conducting research and will also need to make the fair tests by controlling variables and working collaboratively with others.

Our Science curriculum provides many ‘wow’ moments across the school. For example, Year 6 pupils (and staff), dissect a sheep’s heart as part of their work on the circulatory system in a topic entitled ‘ Blood and Guts’.

In Early Years, children are able to witness the real time life cycle of egg to duckling and egg to chick and have first-hand experience of handling and caring for a duckling during its immediate infancy and egg to butterfly, examining close up the changes that occur and record what happens on iPads.

Minibeast hunts are amazing for the children to develop confidence and to care for and handle insects.  

Recording videos on iPads of things we have observed over time and watching how they change. 

In Year 2 children build their own wormery in order to observe and record information about a microhabitat and create a physical food chain that shows the links between plants and animal life. 

Educational visits are always important at Anglesey and include visiting the Birmingham Botanical gardens and taking part in a plant treasure hunt, a visit to The Science Museum in Year 5 and a visit to a flight centre to experience G-forces in action and Year 1 visit the zoo to identify and name the animals.

SCIENCE IMPLEMENTATION  

Science is very much taught as a cross curricular subject.  We teach the National Curriculum supported by clear skills and knowledge progression. This ensures skills are built on year on year and sequenced appropriately. Science is usually taught in blocks, with each year group having two main focussed topics and additional smaller Science projects linked to the topic being taught. Assessment for learning techniques help us to plan appropriately and ensure challenge for all pupils.

SCIENCE IMPACT  

Each year group keeps a folder of work which clearly shows progression across the year. An additional folder is kept to show evidence of progression across the whole school from Nursery to Year 6. Year managers regularly involve groups of pupils in discussions about their own learning, including reflecting on standards achieved against the planned outcomes.  

Children will retain prior learning and explicitly make connections between what they have previously learned and what they are currently learning. They will be able to use the experiences gained on visits and experiences to support their thinking about the Science topics studied. Standards in Science at the end of each key stage and teachers make termly judgements about each pupil.

Welcome to Anglesey Primary School...Parents, due to COVID-19, unfortunately you can not come into school unless you have an appointment.
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