“What I love about Science is that as you learn, you don't really get answers. You just get better questions.”
Science: Our Intent for the subject.
We recognise the importance of science in everyday life, and as a vital aspect of the future. Fostering positive attitudes is central to our ethos and therefore, our science education strives to enrich children’s curiosity, wonder and questioning, forming connections between children’s own experiences and their knowledge and care for our local and global communities. By connecting science to children’s interests through our topic-based approach and child-initiated enquiries, the aspiration is that teachers will promote a life-long learning journey for the children that they teach.
As children progress from nursery to Year 6, their learning and vocabulary will build upon prior knowledge. The Working Scientifically skills are developed throughout the year groups, allowing children to apply their knowledge through raising questions and conducting investigations- both independently and collaboratively. It is as children begin to perceive these valuable connections between their enquiries and the world around them, that they will triumph in their acquisition of scientific enquiry skills, accommodating ideas and developing confidence as young scientists.
How it fits within our school vision.
Our school vision is rooted in the Christian faith. As a proud Church of England school, our vision is underpinned by the Church of England’s vision for education. This vision identifies four interlinking aims for all our pupils and, at its heart, lies LOVE (Luke 10:27).
It is this LOVE for God, for our neighbours and ourselves, that forms our Christian foundation to underpin all that we do.
At Walter Evans we believe in a broad and balanced curriculum where all subjects are valued. A broad and balanced curriculum will equip our children with a breadth of knowledge and skills in all areas of the curriculum. We aim for our pupils to ‘Persevere, be curious and inspired through their learning’.