In Science, we would like our children to:
We use a variety of teaching and learning styles in science lessons. Our principal aim is to develop children’s knowledge, skills, and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the children in an enquiry-based research activity. We encourage the children to ask, as well as answer, scientific questions. They have the opportunity to use a variety of data, such as statistics, graphs, pictures, and photographs. They use computing in science lessons where it enhances their learning. They take part in role-play and discussions and they present reports to the rest of the class. They engage in a wide variety of problem-solving activities. Wherever possible, we involve the pupils in ‘real’ scientific activities, for example, researching a local environmental problem or carrying out a practical experiment and analysing the results.
We recognise that there are children of widely different scientific abilities in all classes and we ensure that we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways by:
Children will ask questions and investigate them independently in order to develop their skills in scientific enquiry.
Children’s skills will develop progressively as they move through school.
Children enjoy and are enthusiastic about science.
Children will use their scientific knowledge to understand the world.
Children will use their scientific skills to be curious about the world around them.
Science Knowledge Planner
Principles and Rationale
The Science Curriculum across school is split into the stands of the national curriculum. The children build on their knowledge in each of the key strands during each year of school, based on the timeframes in the national curriculum. The children are given opportunity to relate their knowledge of the science they are studying with prior learning. Teachers develop children’s knowledge of working scientifically in all science topics taught.
Key knowledge is organised into these strands. This does not represent the entirety of the knowledge covered during a topic, but rather the knowledge most children should know by the end and will therefore be focused on across a series of lessons.