Our intention when delivering the science curriculum at Middleton St Mary’s CE (VC) Primary, is to foster in our pupils a curiosity, respect and enjoyment of science that they will carry throughout their lives. We intend to ensure that by building on prior knowledge, pupils have in-depth scientific knowledge and understanding of the nature, processes and methods of science.
The staff ensure that children are exposed to a range of scientific experiences including practical activities and investigations that take place inside the classroom, in the school grounds and in the locality such as the park and churchyard.
It is our intent that the children develop their resilience when working scientifically so that they can independently plan and carry out investigations to answer questions and competently use scientific equipment to measure and record data accurately. They are immersed in scientific vocabulary so that they are able to confidently explain concepts and articulate their findings.
Foundation Stage Curriculum
In the Foundation Stage, science learning is through Understanding the World, planned through using Development Matters.
Working Scientifically in KS1 and KS2
Working scientifically will be incorporated into each science unit although all the skills will not necessarily be taught in each unit. These will explicitly be taught so that the children are understand how to work scientifically.
Key Stage 1
- asking simple questions and recognising that they can be answered in different ways
- observing closely, using simple equipment
- performing simple tests
- identifying and classifying
- using their observations and ideas to suggest answers to questions
- gathering and recording data to help in answering questions
Lower Key Stage 2
- asking relevant questions and using different types of scientific enquiries to answer them
- setting up simple practical enquiries, comparative and fair tests
- making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
- gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
- recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
- reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
- identifying differences, similarities or changes related to simple scientific ideas and processes
- using straightforward scientific evidence to answer questions or to support their findings.
Upper Key Stage 2
- planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
- recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- using test results to make predictions to set up further comparative and fair tests
- reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
- identifying scientific evidence that has been used to support or refute ideas or arguments
Scientific Concepts in KS1 and KS2
Knowledge Organisers for each unit are written by the class teacher. These are introduced to the children are the start of each unit and glued into science books at the start of each unit. They provide an overview of the key vocabulary and knowledge that the pupils will learn during each unit. Key vocabulary is taken from the National Curriculum but additional vocabulary will be added where appropriate.
Science Knowledge Organisers