By Living Together, Learning Together and Playing Together, We Will All Achieve
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By Living Together, Learning Together and Playing Together, We Will All Achieve
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'We are Scientists'


 “Scientists have become the bearers of the torch of discovery in our quest for knowledge.”

Stephen Hawkins



Why should we learn about science?

The science fiction of the past can often become the science fact of the present. Laser surgery . . . stem cell therapy . . . IVF . . . life in a meteorite from Mars . . .  streaming services . . . the Internet . . . gene therapy . . . smart phones . . . .renewable energies . . . conservation programmes.

 These are signs of our times, markers of the late 21st century's scientific and technological revolution. Science has changed the way we work, communicate, and view the world.

Science helps our understanding of the world around us. Everything we know about the universe, from how trees reproduce to what an atom is made up of, is the result of scientific research and experiment. Science is one of the oldest and most important academic disciplines, and covers a wide variety of subjects. It is also one of the fundamental parts of the term STEM, used to refer to science, technology, engineering and mathematics.

Through teaching science at BPJS, we aim to provide our pupils with the skills, knowledge and interest to further understand the world around them. We also emphasise the fun and interactive nature of the subject and aim to provide a range of experiences and real-life contexts beyond the curriculum.


How will it help our children in later life?

Our pupils will develop into curious learners, asking questions and debating scientific phenomena to try and make sense of the world that we live in. Capturing this interest at a young age could potentially create the next Brian Cox, Stephen Hawking or the next David Attenborough!

In the 21st century, scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalisation and a knowledge-based economy. To succeed in this new information-based and highly technological society, our children will need to develop their capabilities in Science, as in other STEM subjects, to levels much beyond what was considered acceptable in the past. Regardless of the future our children find themselves in, a sound grounding in Science concepts (as well as the problem-solving abilities and resilience necessary in the subject) will enable them to process future developments, if not contribute to it directly through their chosen career.


What can children expect in Science at BPJS?

  • Learning outside of the classroom
  • Mini exploration adventures and field work
  • Shooting rockets into space
  • Growing, cultivating and harvesting their own vegetables ready to eat
  • Making their own rainbows
  • Creating parachutes to cushion their teddy bear’s fall
  • Build a chemistry camp fire and eat ‘smores’
  • Make their own poo and model the digestive system
  • Dissect a heart and  then create a model of it
  • Observe and listen to experts in different scientific fields
  • Become a CSI agent and solve a mystery
  • Visit science museums and planetariums


What can parents expect in Science?

  • Collect materials at home for experiments (your recycling)
  • If you work in any STEM jobs, don’t be surprised if we ask you to come in and talk about what you do
  • Support your child with any Science homework they may receive
  • Watch science documentaries, nature programmes or even Countryfile together
  • Encourage science chats in the car or when walking home
  • Observe science in the environment and at home
  • Discuss changes of state – bread to toast, water to ice, steam to condensation etc


How we teach

Our BPJS Science curriculum ensures a broad and balanced approach that builds on expectations of the National Curriculum (2014). Topics are planned to show progression and coverage of skills, drawing on the additional wealth of experience, resources and imagination of our talented teachers, to establish a balance of conceptual learning and interactive experiences.



Four incredibly significant figures in the history of science; Albert Einstein, Thomas Edison, Alexander Graham Bell and Leonardo Da Vinci, would be considered to have had learning difficulties in the current educational climate.

Differentiation is key to delivering an effective and inclusive curriculum.   All pupils' starting points are considered and activities and work is matched to ensure pupils reach their full potential, whilst supporting the child's learning.  Adult support, a range of activities, equipment and resources can enable children of all abilities to access learning. 


Our school will ensure that:


  • all children have entitlement to a broad and balanced, enriching curriculum
  • all children enjoy an active involvement in Science
  • all children have opportunities to experience a broad and balanced range of science activities
  • all children have opportunities to learn about science from different times and cultures
  • all children will be given equal access to the experience of Science regardless of their gender, race, disability, medical or other needs
  • teachers use a variety of approaches that are matched to the activity and the ability of the children.