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28/03/25

At HPAMA, we’re creating a space where every girl can shine in the world of Computing! Hear directly from our incredible students about their experiences in the Computing Club. We’re proud to empower & inspire the next generation of female tech leaders! pic.twitter.com/M5h5QuaCp9

27/03/25

Exceptional Easter Concerts - our KS2 pupils have been practicing very hard with their songs, actions and instruments to perform for their parents and carers. We hope you all enjoyed it as much as we did! pic.twitter.com/jLQkAPw2Pk

22/03/25

The HPAMA boys team won 2:1 against Woodside in the Thurrock Schools Cup Final, making it the third trophy they’ve won this season! 🏆🏆🏆 pic.twitter.com/0zf7po202F

22/03/25

The HPAMA girls team played unbelievably well but lost 2:0 to Stifford Clays in the Thurrock Schools Cup Final. A huge well done for reaching the final! pic.twitter.com/KlhvFxiuRV

14/03/25

Nursery were very lucky to have a visit from Rocky’s Animal Experience. The children had the opportunity to hold, touch & feed some animals whilst Rocky told lots of interesting facts. The animals included a python, a bearded dragon as well as ducks, a sheep & a goat. pic.twitter.com/nGnzty3EsB

14/03/25

World Book Day at HPAMA - The children and staff all looked fantastic today in their costumes!! A huge thank you to the parents and carers for their wonderful efforts to help the children with their costumes 👏🏻👏🏻👏🏻 pic.twitter.com/FiKRCSTfO8

10/03/25

I Belong is a campaign to encourage girls into computer science. At HPAMA we have two female computing groups - Year 4 & 6 and Year 3 & 5. The club will cover a variety of different computing skills including understanding of algorithms and designing their own programme. pic.twitter.com/k0QCHbXkq0

26/02/25

A definite highlight of the HPAMA calendar is our annual visit from CJ The Storyteller. The children (and staff!) really enjoy listening to CJ, smiling and laughing throughout as he tells his interactive and extremely engaging stories. pic.twitter.com/9KW7jCab6j

24/02/25

Herat Month Charity Day. The children & staff came to school in red sports clothes with each year group partaking in fitness sessions. The day was full of raising awareness of the importance of leading a healthy lifestyle in order to have a healthy heart whilst raising money ❤️ pic.twitter.com/BSSvhrTgtn

13/02/25

Happy National School Governors’ Awareness Day🎉 A huge thank you to all the dedicated school governors here at HPAMA for your hard work, support and commitment to shaping a brighter future for our students. We appreciate everything you do 💜 pic.twitter.com/l6bQUnJALD

10/02/25

Today, Year 1 had a fantastic Dinosaur Workshop experience. They were taught about fossils and got to be palaeontologists as they searched for different dinosaur artefacts and fossils. pic.twitter.com/QRflxpX7Dj

07/02/25

Reception this week - fun and engaging lessons including working together in their classes to build a brick wall and a Dance lesson learning a routine to music based on Chinese New Year. pic.twitter.com/TlmUYO7Xph

05/02/25

A fun-filled day of parent dance workshops, a tasty lunch in a specially decorated hall, Year 4 dragon dance lesson & a fantastic Community Evening with food, music & crafts to mark Chinese New Year. A huge thank you to Mrs Lucy, our Mandarin teacher for organising a great day. pic.twitter.com/gEcKThF0mj

04/02/25

We began our week of marking Chinese New Year in school by holding a Chinese Calligraphy Workshop for parents. Thank you to all those that attended 🇨🇳🐍 pic.twitter.com/8A5kT64eM4

03/02/25

The Nursery children had a wonderful experience today, when a train driver came to visit Butterflies class. She spoke about her job role, the types of trains, equipment used, buying tickets and safety whilst at the station and on the trains. pic.twitter.com/tXTyH0Brxi

29/01/25

Year 5 had a fantastic experience, learning about all things Science when the ‘Science Boffins’ visited Mayflower last week. They had lots of fun whilst listening and watching some amazing experiments before being able to get hands on and take part in their own experiments! pic.twitter.com/beOOoNhYMo

22/01/25

The Gardening Club have been busy at the allotment ensuring everything is prepped & ready for the upcoming warmer months. They received a new bench to extend their seed sowing & cuttings area & along with the eco council are making plant pots and labels out of recycled items. pic.twitter.com/rx3WjwoRhO

21/01/25

Well done to our Mayflower Athletics team who took part in this years Sports Hall Athletics competition. 27 primary schools took part and we came 2nd 🥈🏆👏🏻 pic.twitter.com/o9caOv99zV

21/01/25

Year 4 took part in a Bikeability session, learning and practicing skills to enable them to safely and confidently ride their bikes on the road 🚴 pic.twitter.com/oV0tMJjhYP

20/01/25

he Gardening Club have two new beds - Bee Team and Fruit Force. These teams are so enthusiastic for their new projects. They have been selling a potted daffodils for 50p to raise money to help make their new projects a success. The pride on the children's faces is immeasurable. pic.twitter.com/oOQfkNm5aL

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

Bexley

Brent

Bromley

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Stratford

Sutton

Thurrock

Wandsworth

Westminster

Science

Science Intent, Implementation and Impact

 

Curriculum Intent

At Harris Mayflower, believe that Science is an engaging, enquiry led subject that aims to ensure pupils are equipped to understand the uses and implications of Science today and in the future. The programme of study for Science states ‘A high-quality Science education provides the foundations for understanding of 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. We believe that pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

Mayflower pupils are inquisitive and are not afraid to ask questions! We believe that our pupils need to have a strong base knowledge on which to build and almost springboard their own point of enquiry. We want our Mayflower pupils to not merely be able to repeat facts or memorised knowledge but use this knowledge to ask and begin to answer their own questions.

Implementation

At Harris Mayflower we deliver a Science curriculum that capitalises on the first-hand experiences so that all our pupils can learn about the way things are and why they behave the way they do. Our pupils use a range of secondary sources (books, videos and visits) to reinforce and enrich their knowledge. We believe that skills and knowledge are intrinsically linked in the Science curriculum. Children are involved in a wide range of activities that are practical, relevant, cooperative and satisfying in order to help their understanding of scientific concepts and processes. This includes asking questions, discussing, predicting and planning investigations as well as methods of recording, interpreting and evaluating findings. We aim to link lessons to real life and in so doing we are fostering social awareness, responsibility, resilience and reflective thinking.

In EYFS children follow the early learning goal – the world, should ‘know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own environment and how it may differ from other environments. They make observations and explain why things occur and talk about changes.

In KS1 and KS2 pupils receive a discreet Science lesson taught weekly either in their classrooms or in our dedicated science room.

In Key Stage 1 children should ‘experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to understand scientific ideas and should begin to use simple scientific language to talk about what they have found.

During lower Key Stage 2 pupils should broaden their scientific view of the world around them, they should ask their own questions about what they observe and make some decisions about which type of scientific enquiry are likely to be the best ways of answering them. They should draw on simple conclusions and use some scientific language.

During upper Key Stage 2 pupils should develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. They should be aware of more abstract ideas and recognise that scientific ideas change and develop over time.

Science is sequenced this way as skills and knowledge are taught in an order that reflects progression and challenge according to the Key Stages.

Impact

The Science curriculum will make a profound and positive impact on the outcomes of every child’s learning. The structure enables us to return to core knowledge and skills throughout the course, imbedding key practises and understanding. Core knowledge of each unit is supported by a knowledge organiser which details the key learning points, vocabulary and key questions this enables children to revisit for knowledge and appropriate vocabulary. It is our expectation that the knowledge on our organiser is known by all. We endeavour to create a strong and appropriate links with other subjects to enhance the curriculum and learning experience.

Each lesson teachers re-cap previously taught knowledge in the form or quizzes and low stakes testing which supports pupils to retain the knowledge that has been taught. At the end of each unit pupils complete a ‘Knowledge is Power’ low stakes test which the teacher then uses to support any pupils that are exiting the unit with gaps in their knowledge.

Shafeena Parveen and Claire Siggins-

Science Leaders