Science Overview

The science themes are well sequenced to provide a coherent subject scheme that develops children’s skills and knowledge of scientific concepts. Themes are placed alongside other subject projects where there are opportunities for making meaningful connections. ‘Working scientifically’ specifies the understanding of the nature, process and methods of science. Working scientifically is embedded in the science curriculum content, so that children learn to use a variety of approaches to answer relevant scientific questions. This scientific enquiry includes: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Children seek answers to questions through collecting, analysing and presenting data.

EYFS

Pupils in the EYFS explore animals and their habitats and investigate changes in the seasons. They explore the properties of materials and sort according to criteria. Their knowledge of animals is built upon in the Spring term as pupils learn about nocturnal and diurnal animals. Pupils build their knowledge of materials by exploring ice as well as waterproof and non-waterproof materials. During ‘Dangerous Dinosaurs, pupils identify herbivores, omnivores and carnivores. During the Summer term, pupils learn about growth and what plants need to grow. They identify minibeasts and their features. Knowledge of animals and their habitats are revisited when pupils learn about native animals and how they differ to other animals around the world.

Key Stage 1 (Years 1 and 2)

The principle focus of science teaching in KS1 is to enable children to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They are encouraged to be curious and ask questions about what they notice. They are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests and finding things out by using secondary sources of information. They begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science will be done through the use of first hand practical experiences, but there will also be use of appropriate secondary sources, such as, books, photographs and videos. ‘Working scientifically’ will always be taught through and clearly related to the substantive science content.

Lower Key Stage 2 (Years 3 and 4)

In Lower Key Stage 2, the principal focus of teaching is to enable children to broaden their scientific view of the world around them. They will do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They are encouraged to 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, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple and fair tests and finding things out using secondary sources of information. They will draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out. . ‘Working scientifically’ will always be taught through and clearly related to the substantive science content.

Upper Key Stage 2 (Years 5 and 6)

In Upper Key Stage 2, the principal focus of teaching is to enable children to develop a deeper understanding of a wide range of scientific ideas. They will do this through Subject Goals By the end of KS2 we aim to have developed in children a sense of excitement and curiosity about natural phenomena and an understanding of how science has changed our world and its importance to the world’s future prosperity and development. Our curriculum will have developed children’s scientific and conceptual knowledge through the disciplines of, biology, chemistry and physics and their understanding of the nature, processes and methods of science through differing types of science enquiry, helping them to answer scientific questions about the world around them. We aim for them to be equipped with the scientific knowledge required to understand the uses and implications of science today and for the future and the confidence to use this knowledge to actively engage in the world around them. exploring and talking about the ideas: asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. They will encounter more abstract ideas and begin to recognize how these ideas help them to understand and predict how the world operates. They will also begin to recognize that scientific ideas change and develop over time. They will select the most appropriate ways to answer scientific questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests, and finding things out using a wide range of secondary sources of information. Pupils will draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. . ‘Working scientifically’ will always be taught through and clearly related to the substantive science content.