Our Curriculum Approach
We believe Science at Tyndale is all about exploring and investigating. We do this to find out answers to things we don't know. Which is the best biscuit for dunking? Which lava recipe makes the best exploding volcano? Which fizzy drink helps plants grow the tallest? These are just some of the fun, engaging, open ended, ungoogleable scientific enquiries children at Tyndale investigate. We believe learning science-facts only becomes embedded, useful and memorable when backed up by exploring that fact through a child-led investigation. Therefore Science teaching at Tyndale aims for a 70%-30% split between exploring and investigation and fact and knowledge acquisition.
In EYFS, exploration is at the heart of all we do. The children use their well resourced outdoor area to find out cause and effect in different situations. They have a host of opportunities to manipulate different materials and begin looking into the basics of sorting and grouping from their own observations in order to shape their Knowledge and Understanding of the World.
Then throughout the school, children build on their previous scientific experiences, knowledge and vocabulary to ensure they develop into inquisitive, accurate and creative scientists. All of our science content for each year is linked to one of our 4 values, as at Tyndale we believe a good scientist is somebody who is Responsible, Resilient, Creative and Respectful. A good scientist also rarely works in isolation and so community and collaboration are key to our science work. Each year-group look for ways to discuss and debate scientific questions each term with examples in KS1 being: Which is the ‘best’ animal / part of your body? Everything we have should be made out of concrete so that it never breaks and in KS2 children discuss, debate and explore questions like: Would the world would be better without any friction? Should we protect habitats or build more homes for humans?Which is more important, the moon or the stars?
Science is a wonderful subject that requires and uses both children's mathematical skills to calculate and their literacy skills to communicate what they have discovered. Science is a core part of learning at Tyndale throughout our weekly lessons, our PBL projects and our after school science club.
As a school, we choose to follow the National Curriculum for Science.
Purpose of Study
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The national curriculum for science aims 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 scientific 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
Mr John Kirkland
Mr Kirkland joined Tyndale in 2017 and has since established a popular after-school Science Club. He believes in making Science fun and engaging as well as empowering pupils to ask their own scientific questions and explore ways to discover the answer to their own questions. John also helps to run the Tyndale Eco-Club, using scientific knowledge about Climate Change to make positive changes to our individual and school life. In Tyndale's inaugural Science and Engineering week, he ran Tyndale’s Engineer of the Year competition, where pupils created cargo-carrying paper aeroplanes at home.