Our school is committed to safeguarding and promoting the welfare of children and young people. We expect all staff, visitors and volunteers to share this commitment.
If you have any concerns regarding the safeguarding of any of our pupils please contact one of our Designated Safeguarding Leads: Mr Poole, Miss Rutherford, Miss George, Ms Shenton, Mrs Torrens
Our Child Protection and Safeguarding policies can be found here
At Bethany Junior School we aim to develop a sense of excitement and curiosity about natural phenomena. We aim to encourage our pupils to understand how science can be used to explain what is occurring and predict how things will behave. We want our pupils to have the opportunity to ask questions, find answers and be motivated and engaged in the study of science.
Science is taught according to the National Curriculum Programmes of Study for KS2. In Year 3 children develop their knowledge and skills in units about weather, magnetism, mighty metals and muscles. In Year 4 pupils learn about sound, thermal insulators and changes of state. Year 5 do many exciting activities including writing to NASA, making one of Isaac Newton’s gyrocopter and a camera lucida during the topic about the Mayans. Pupils in Year 6 have the opportunity to make advanced electrical circuits, explore forces while making rafts and learning about the effects of Global Warming during the “Frozen Kingdom” topic. Science is taught wherever possible as a cross curricular subject. For example, pupils write a biography of Charles Darwin while learning about evolution.
In addition pupils also learn about influential scientists from history and have the opportunity to develop many scientific skills. By the end of Key Stage 2, pupils will have been taught how to:
• Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
• Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
• Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
• Use test results to make predictions to set up further comparative and fair tests.
• Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
• Identify scientific evidence that has been used to support or refute ideas or arguments.