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Hindhayes Infant School

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Working Scientifically Provision Map

This document is subject to change as we continue to work as a school on curriculum development.

Recent research shows us that: 

 

 

Science is a core subject and therefore provision should be equally as strong and frequent as literacy and maths. (Ofsted, 2019).  There is currently an attainment gap in science at every stage: it is apparent at the end of KS1 and gets wider through primary and secondary education with the gap growing particularly strongly between the ages of 5-7. Strongest factor affecting pupils science is their literacy skills (difficulties understanding vocabulary in particular). There is strong evidence that the ability to reason scientifically – by having sound ‘working scientifically’ skills – is a strong predictor of later success in science. Pupils should therefore have ample opportunity to design and carry out their own experiments and investigations (EEF, 2019).

Developing working scientifically skills at Hindhayes: There are three aims in the primary science curriculum to ensure that all pupils:

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
  • Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer specific questions about the world around them.
  • Are equipped with the scientific knowledge required to understand the uses and implications of science today and for the future.

At Hindhayes, we have developed ‘Super Science Skills’ to support the children to understand the different ways  to work scientifically. These are shared with the children in science lessons – and other relevant topics – so that they become familiar with the set of skills they are developing.  

 

Evidence for working scientifically is collected in a range of ways including EYFS Observations, Forest School observations, Topic Books and Floorbooks.

Download the document below.