The principal 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 should be encouraged to be curious and ask questions about what they notice. They should be 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. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos. ‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content. Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should 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. The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should 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 should 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 comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out. ‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content. Pupils should read and spell scientific vocabulary.
We believe that a high quality Science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. It allows children to develop a sense of awe and wonder at the phenomena they observe in the world around them, as well as developing the skills of rational explanation to communicate about what they see. Through the teaching of science children understand the role of cause and effect and how they can make predictions that can be explored and tested. Through stimulating, challenging and engaging learning experiences, children learn to question, research and observe carefully, using a broad vocabulary.
At Morpeth All Saints we ensure that children are exposed to high quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, using their scientific enquiry and investigative skills. Science is discreetly taught consistently, two lessons per week, but is also taught in many different contexts throughout the curriculum. We have implemented a curriculum that ensures children receive progressive teaching throughout their time at Morpeth All Saints. High quality resources, outdoor learning, visits and visitors enable children to gain high quality practical experience of the learning within each topic. Working scientifically is truly embedded through the use of half termly investigations. In addition, children are encouraged to be independent, inquisitive scientists who focus on their own class investigation at the end of each term, based on particular interests. Through opportunities such as British Science Week children are exposed to the real world applications of science through visitors from a range of scientific careers.
At Morpeth All Saints we assess the impact of our Science curriculum in many different ways. This begins with the use of formative assessment within lessons and targeted feedback at the point of learning, which is not solely the end product on paper but through the way children communicate about their understanding of Scientific concepts. Lesson outcomes produced by the children are assessed against the desired skills and knowledge relevant to the specific year groups. At the end of each term, judgements are made against end of year expectations, which inform next steps for cohorts. Ongoing assessment of children’s enjoyment and appreciation of scientific learning occurs through formal and informal pupil voice feedback, including use of self-assessment evaluations at the end of a unit so children can assess their achievements and progress through a topic.
As Headteacher of Morpeth All Saints Church of England First School, it gives me great pleasure to welcome you to our vibrant, caring and happy school. At Morpeth All Saints we strive to enable all children within our care to achieve their very best, fully utilising their God given gifts and talents.Read More of the school welcome page
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