Science at Kingfisher


What Is Science?

Science offers a wealth of experiences and ideas that encourages children’s natural curiosity and creativity, inspiring awe and wonder. Learning in Science is fundamental to exploring, understanding and influencing the natural and man-made worlds in which we live.

Science helps children to find new ways of looking at the world and to engage with changing explanations about how the world works. Children learn to value ideas and through talking, thinking and imagination, they develop their understanding of the world around them.

Children tackle problems, form questions, generate and test ideas and decide how to seek solutions. They gather and make sense of evidence, test out hypothesis and evaluate processes and outcomes. They learn the possibilities of Science, inspiring them to become scientists and responsive to the needs of others and the world in which they live.

What does it look like at Kingfisher?

At Kingfisher we promote and encourage children to think and work scientifically in all curriculum subjects. Through all the children’s learning experiences we aim for them to become observers and explorers who can predict, anticipate and transfer scientific skills in all areas of the curriculum.

In all teaching at Kingfisher we recognise the fundamental processes of learning from the earliest stages. Given the complex needs of the children we are also aware that core knowledge usually associated with knowledge we are born with, cannot be assumed.

Understanding of the World

Understanding of the World is an aspect of learning which helps children to learn about the world around them and gain a better understanding of the world and their place within it. It is fundamentally exploratory and investigative, preceding subject specific learning. This is achieved by providing children with the opportunities to explore and investigate, to make observations and to recognise similarities and differences while supporting decision making skills. It is about allowing them to engage in a range of activities which encourage and develop their interests and curiosities while enabling them to feel secure in a stimulating, safe environment. Children need the freedom to take risks, express their wants and needs whilst respecting the preferences of others.  This area of learning precedes subject specific teaching not only in Science but also in Computing, History, Geography, Languages and RE where children can learn and develop the generic, pre-requisite skills needed for more conceptual subject specific learning in these subjects at Flightpath 3.

The teaching of Science follows Kingfishers model for Teaching & Learning which is organised into 3 Flightpaths:

  • Flightpath 1 – non-subject – Runways 1-7 (those that were working within P 1-4)

Children working within Runways 1-7, at the very early and emergent stages of learning, will focus on key personalised learning through non-subject specific teaching. Children learn predominately through mirroring.

  • Flightpath 2 – pre-subject – Runways 8 – 9 (those that were working within P 4-5)

Children working within Runways 8 and 9, who are learning to learn and beginning to develop some independent learning strategies, will experience some subject specific teaching in early English and early Science but still through a creative, cross curricula approach. Children learn predominately through modelling.

  • Flightpath 3 – subject specific – Runways 10 – 11 (those that were working at P 6 and above) 

Those children working within Runways 10 – 15 will be developing their independent learning further and continuing to conceptualise their learning through subject specific teaching and learning yet within a creative, cross curricula approach. Children learn predominately through making connections.