Intent

Our science curriculum is knowledge-rich and inspires pupils to develop a fascination for, and a deep understanding of, the world around them.

It is our intention that through our science curriculum, learners will:

• Acquire a broad range of scientific knowledge, consolidated through practical scientific enquiry and enrichment.
• Learn how science affects their everyday lives and develop a sense of responsibility for the world today and in the future.
• Make meaningful connections in their learning between subjects and the wider world, understanding how skills in other subjects can support learning in science.
• See themselves as scientists and understand the role of a science in our society.
• Use the scientific knowledge that they acquire during their primary phase to influence and guide their choices in the future.
• Have the necessary knowledge and skill set to confidently access the secondary curriculum and beyond.

Implementation

At Weston Favell, we teach an ambitious, high-quality science curriculum which is carefully constructed to ensure children develop a solid understanding of scientific concepts and knowledge.

Science is taught through six high-dividend concepts:

• Energy
• Forces
• Matter
• Earth and Space
• Life
• Evolution

Impact

By the end of Key Stage 2, children have a secure understanding of scientific concepts and knowledge related to the six high-dividend concepts and be able to make meaningful links between their science learning and the wider curriculum.  Children will have well-developed enquiry and investigative skills which enable them to think critically, ask questions, evaluate evidence and draw relevant conclusions.  Children will understand how science affects their everyday lives and will have developed a sense of responsibility for the world.

What our children say:

Intent

History at Weston Favell is a powerful guide to preserve the future of humanity by understanding the successes and failures of what came before.

Through our curriculum, we aim to:

• Stimulate all children’s interest and curiosity about the past by developing their knowledge about British history and the wider world.
• Develop our children's mental timeline (schema) by cumulatively building their knowledge of periods and events.
• Develop children’s understanding of key historical concepts, enabling them to note connections, contrasts and trends across time periods.
• Teach children to understand the process of change, the diversity of societies and relationships between different groups.
• Understand children’s own identity and place in the world, recognising how the past has influenced the present.
• Equip children with a balance of substantive (the facts) and disciplinary (learning like a historian) knowledge. This will enable children to articulate, critically debate and discuss their opinions and judgements on the past, using a range of evidence to support their arguments.
• Instil an appreciation of the work of historians by understanding how historical accounts are constructed, built upon and refuted; inspiring an interest in our learners, that they may pursue in secondary school and future life.

Implementation

Our curriculum has been carefully sequenced to ensure children obtain a solid understanding of key historical concepts and knowledge about the past. This is a knowledge-rich history curriculum, which entwines both substantive and disciplinary knowledge.

The following high-dividend concepts have been identified as:

• Legacy
• Power
• Change
• Culture
• Community
• Locality
• Trade
• Conflict

Impact

By the end of Key Stage 2, all children have a coherent knowledge and understanding of Britain’s past and that of the wider world and have acquired the disciplinary skills of Historians being able to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.

What our children say: