A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. 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.
They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Our Principles for science teaching
Children’s enthusiasm and curiosity for science is promoted at every opportunity
Pupil led practical ‘hands on’ science learning is carefully planned for and maximised, giving a real life context where possible
Science should be engaging and fun
Promote talk and deeper thinking
Awe and Wonder stimulus are used as an effective tool to promote questioning and generation of ideas
The outside area and locality are utilised to provide regular outdoor learning experiences
Correct (age-appropriate) scientific vocabulary is confidently used and modelled by staff
Pupils get to meet real scientists and engineers to see how STEM subjects are used in the work place with the aim of inspiring the next generation and raising aspirations for future STEM careers. Children learn about modern day and historical famous scientists
Observing over time
Investigations have included planting seeds and watching them grow, studying mould growth and watching the life cycle of butterflys and tadpoles.
Identifying and classifying
Pupils have opportunities to identify and classify living things first-hand such as mini beasts in the forest school area, types of birds, insects, leaves and seeds in the forest school and local streams
This is about looking for patterns where data cannot be controlled and looking for a relationship. For example, pupils might investigate whether catching accuracy in a ruler drop test was better if right handed or left handed, a taller or shorter person, before or after exercise, for boys or girls.
Pupils have opportunities to conduct further research using the school library, internet and by asking experts.
This involves carefully controlling variables in order to answer a specific question. For example, pupils may compare different materials to see which material kept the bear's bowls of porridge warmest for longest, conduct experiments to see if the use of natron salt really did preserve mummified ancient Egyptians and investigate the absence of light when studying light and dark.