Science

The new National Curriculum 2014 states why we teach science in schools: A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics...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.

Science is a National Curriculum subject and has links to other curriculum areas. Developing a scientific understanding will help children begin to comprehend, investigate and appreciate the world around them and engender a wider global awareness.

Aims

• To build on the natural curiosity of children.

• To stimulate children to ask questions and investigate the world around them.

• To develop scientific skills such as observation, critical and analytical thinking, language development and co-operation which are useful beyond the science curriculum.

• To understand and use a variety of different methods to record investigations and findings, using ICT to support where appropriate.

• To develop in children a sense of ethics and responsibility when learning about living things.

• To enable children to face challenge in their learning.

• To help children develop an understanding that there is not always a right or wrong answer, but that a range of possibilities exist.

• To assist children towards hypothesising about these possibilities.

• To support the children in developing the correct use of scientific language and vocabulary.

Teaching and Learning

Our planning is based on the National Curriculum (2014) and the Early Years Foundation Stage revised framework (2012), where we follow the statutory teaching and learning objectives set out for each year group.  A variety of teaching and learning strategies is employed in the teaching of science at our school.

Cross-curricular Links

Often year groups topics have a scientific link that develops the teaching and learning of science in a cross-curricular way.  Themed weeks such as Healthy Schools week and the schools involvement with the Eco Schools award also provides further scientific and well-being learning outside science curriculum hours.

Assessment for Learning, Recording and Reporting

Teachers evaluate the children’s scientific learning against intended learning outcomes of planned activities. These evaluations are used to inform future planning by identifying children who need reinforcement or extension work, considering appropriate means of delivering such activities.

End of Key Stage assessments in science are statutory. They are based on teachers’ ongoing assessments of children’s progress and achievements against the National Curriculum end of year expectations for Science.

Parents and carers receive an end of year report which details their progress in science and detail whether each child is below end of year expectations, has reached expected end of year expectations, has mastered end of year expectations or has surpassed end of year expectations. There are also termly opportunities to discuss their children’s progress with class teachers.

Health and Safety

When setting up science activities teachers must anticipate a degree of potential mishap or misuse. Children should be encouraged to exercise some responsibility for their own safety, and that of any organisms being studied, but safeguards should be incorporated when planning the activity.

 When planning activities teachers should address the following questions:-

• Ÿ Does it break easily?

• Ÿ Can it be swallowed easily?

• Ÿ Is it safe to do this at home?