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Science

Science Curriculum - Junior School

Developing a sense of excitement

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 are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

Our pupils are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

AIMS

Our high quality teaching of Science aims to ensure that all our pupils:

THE CURRICULUM

The programmes of study for Science are set out year-by-year for Key Stages 1 and 2. As a school we have the flexibility to introduce content earlier or later when this is appropriate. Teachers base their planning on the programmes of study for their relevant year groups.

 

Early Years Foundation Stage

In Reception, Science is taught following the Early Years Foundation Stage Curriculum. Through a balance of adult directed and child initiated activities children are supported in developing the knowledge, skills and understanding that helps them to make sense of the world. Provision is made for opportunities such as using tools safely, encountering creatures, people, plants and objects in their natural environments and in real life situation; undertake practical ‘experiments’; and work with a range of materials.

 

Key Stage 1 (Years 1 & 2)

The main focus of science teaching in Key Stage 1 is to enable pupils 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 using secondary sources of information.

 

Lower Key Stage 2 (Years 3 & 4)

The main focus of Science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. They 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 types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple fair tests and finding things out using secondary sources of information. They draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

 

Upper Key Stage 2 (Years 5 & 6)

The main focus of Science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should achieve this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At Upper Key Stage 2, they will encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas change and develop over time. They are encouraged to select the most appropriate ways to answer Science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out fair tests and finding things out using a wide range of secondary sources of information. Pupils will also 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.

 

 

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