At Broadmead we believe that primary science should be mainly based upon practical activities in which pupils are actively investigating a problem or question relevant to their own experience.  Science should stimulate and develop an attitude of curiosity and questioning and as well as developing substantial scientific knowledge.

We want children to have a greater understanding of the world in which they live; to recognise problems, and to work towards their solution.  We feel that science, amongst other things, should encourage sensitivity towards living things and the environment.

We feel that it is important to value the child’s initial ideas and to work with them in developing the child’s perception.  We believe that young children find it difficult to understand abstract scientific concepts and therefore work should be based around ideas which are accessible to and testable by the child.

Children’s attitudes are important in science.  We feel that a child’s attitude can facilitate, or limit, the application of skills and ideas.  Science is a useful vehicle for engendering attitudes of curiosity, perseverance, open-mindedness, co-operation, originality and independence in children.  In addition we hope that pupils will develop a respect for evidence.  Science activities should also help to develop a child’s self-discipline and responsibility.  We are conscious of the importance and value of questioning in primary science.  At Broadmead we feel questioning should be an essential element of all science activities.

Discussion is an important aspect of primary science.  Teacher/child interaction, small group and class discussion will help the children to evaluate their work and improve understanding of scientific concepts.

Planning, recording, predicting, testing, interpreting results and proposing further investigations are the essence of science and together with suitable practical “hands on” experience, will be meaningful and enjoyable to the pupils.

We teach Science through the International Primary Curriculum (IPC) .  Children are fully immersed into their Science topics creating knowledge harvests, taking part in innovative, exciting experiments; developing their enquiry and observation skills. At the end of each topic, children have the opportunity to share their new knowledge and celebrate their Science topic through an inventive and stimulating ‘exit point.’