Following Rochdale LA advice we are delaying the return to school for additional pupils until 15th June We will maintain provision for vulnerable pupils and children of key workers during this time
Bowlee Park uses the National Curriculum for science as the basis of its curriculum planning. This has been adapted to the local circumstances of the school in that we make use of the local environment in our fieldwork.
At Bowlee Park, our science curriculum is based on the key constructs: knowledge, skills, progression and experience. Knowledge, together with skills and opportunities to apply learning, leads to strong progress. Our science curriculum delivers progressive and cumulative knowledge acquisition. Lessons are planned so that there is a carefully sequenced journey through the concept being taught building through small progressive steps. In recognition of the high quality science teaching and learning in school we have achieved the ‘Primary Science Quality Mark’ which is awarded to schools who demonstrate excellence in primary science.
We teach science in foundation stage classes as an integral part of the six areas covered during the year. We relate the scientific aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. Science makes a significant contribution to developing a child’s knowledge and understanding of the world.
During Years 1 to 6, science is taught through weekly subject specific lessons. Wherever possible, links are made between science and other subjects, particularly literacy, maths and ICT. As pupils develop knowledge, they need to practise and master the working scientifically skills to allow them to apply this knowledge in a wide variety of contexts. From Foundation stage to the end of Key Stage 2, the skills of working scientifically underpin all science lessons at our school. Children learn to use a variety of approaches to answer relevant scientific questions. Children observe over time; seek patterns; identify, classify and group as well as complete comparative or fair testing. These skills are revisited through each topic and assessed on a termly basis.