“The Science of today is the technology of tomorrow” – Edward Teller
Science teaches an understanding of the world that we live in and aims to stimulate a child’s curiosity to find out how and why things happen in the way they do. It teaches methods of enquiry and investigation to encourage creative thought. Children learn to ask scientific questions and are encouraged to engage in questioning and discussion about science-based issues which affect their lives, the society in which they live and the world as a whole.
For a detailed understanding of the Intent, Implementation and Impact of the teaching of Science at Boundary, please click the boxes below.
The objectives of teaching science are to enable children to:
- ask and answer scientific questions;
- actively explore the environment;
- plan and carry out scientific investigations;
- know and understand the life processes of living things;
- know and understand the physical processes of materials, electricity, light, sound, and natural forces;
- know about the nature of the solar system, including the earth;
- evaluate evidence, and present their conclusions clearly and accurately.
- Starting in Foundation, our children are given lots of opportunities to explore and investigate, through first hand exploration. We aim to develop lively, enquiring minds. Science is taught through the areas of learning in accordance with the EYFS document and the National Curriculum for KS1 and KS2.
- We use a variety of teaching and learning styles in science lessons. Our principal aim is to develop children’s knowledge, skills, and understanding and to encourage our children to ask questions and plan enquiries.
- We encourage the children to ask, as well as answer, scientific questions in order to make sense of the world and develop their understanding of the scientific processes that are vital to all of our lives and to the future well-being and prosperity of the world we live in.
- The National Curriculum programmes of study for science are set out year-by-year for Key Stages 1 and 2.Within each key stage, school has the flexibility to introduce content earlier or later than set out in the programme of study and may introduce key stage content during an earlier key stage if appropriate and revisit them at a later stage.
- Teachers will base their planning on the programmes of study, as set out in our Science Curriculum Overview.
- Teachers use a range of resources to support the planning of science: STEM, Hamilton Trust , ASE and The Ogden Trust
- Children use a range of technology in science lessons to enhance their learning.
- They take part in role-play and discussions, and present information to the rest of the class.
- We encourage co-operation, sensitivity and tolerance of each other in a wide variety of problem-solving activities within the classroom.
- We encourage children to express their views and evaluate decisions about science related matters. ‘Go tasks’ are used to revisit key aspects of learning (activation of prior knowledge).
- Boundary has a strong link with the local secondary school’s science department and Year 4,5 and 6 all experience a science lesson there during the year. During a child’s time at Boundary, they will experience a range of educational visits and visitors to further develop their scientific knowledge, skills and understanding.
- Boundary celebrates an annual ‘science day’ which involves conducting a range of fun and interesting investigations to inspire and motivate the children in developing their scientific knowledge and understanding.
- Children gain knowledge and an understanding about the world around them and how and why things work
- Children show enjoyment enthusiasm for science
- Children are showing an increasing independence in investigations
- Children are developing and improving their scientific and enquiry skills
- A progressive curriculum building on what children already know
- Improved science outcomes: End of KS2 84%, End of K1 76.5% and EYFS %
Science at Foundation Stage (reception and nursery) is covered in the ‘Understanding the World’ area of the EYFS Curriculum. It is introduced indirectly through activities that encourage children to explore, problem solve, observe, predict, think, make decisions and talk about the world around them.
Early Years Science also helps children with skills in other Foundation Stage areas of the National Curriculum, such as Physical Development and Expressive Arts and Design. During the early years at school, children will explore creatures, people, plants and objects in their natural environments. They will observe and manipulate objects and materials to identify differences and similarities. For example, they may look at an egg whisk, sand, paper and water to learn about things that are natural and manmade and their different functions. They will also learn to use their senses, feeling dough or listening to sounds in the environment, such as sirens or farm animals. They will make observations of animals and plants and explain why some things occur and talk about changes.
The children are encouraged to ask questions about why things happen and how things work. They might do activities such as increasing the incline of a slope to observe how fast a vehicle travels, or opening a mechanical toy to see how it works. The children will also be asked questions about what they think will happen to help them communicate, plan, investigate, record and evaluate findings.
Pre-assessments are undertaken in different forms at the start of a unit of work. It provides valuable information about what is already known about a topic and readiness for planning. Discovering prior knowledge allows the teacher to present new information at an appropriate level for the children. Formative assessment continues throughout the learning process, so lessons can be adjusted according to children’s need. At the end of a unit, a short rising stars paper is taken by the children, and the teacher uses this information as a focus for the consolidation unit during summer 2. The consolation unit is an opportunity to revisit the science which has been taught throughout the year and reassess the children.
From the formative assessment and rising star papers, teachers make a judgement at the end of each term on O’track (assessment tracking programme) to show if the child is working towards, is at or is above the expected standard.
Science Curriculum At a Glance
On our first day back after half term, Year 2 had a great morning experimenting with electricity! We defied gravity by making a balloon stick to the wall and we even made salt and pepper jump from a bowl! We learnt that this was all down to static electricity. We had...
Why were there different animal paw prints all over our classroom floor? .....For our Paws, Claws and Whiskers WOW we estimated amounts, measured animals footprints using non standard measurements such as multilink, sorted animals into different categories and ordered...
We had a very muddy but fun forest school session this week. We explored natural and man made materials. We worked as a team to build and light a campfire then prepared jam doughnuts to cook. We sang songs around the campfire while they coked then ate them and they...
In history we have been looking at how toys have changed over time. This week we invited out parents in to share their childhood memories of the toys they used to play with. We enjoyed looking at all the old toys such as pickup sticks, tiddly winks and a jack in the...
We have been exploring the properties of different materials in science and today we tested materials to discover which were waterproof and would make a good umbrella. We ensured we conducted a fair test by treating each material the same. We found that although glass...
Year three did a wonderful job for their year group assembly. We want to make an impact to our environment and what better way than inform the parents about our ECO BRICKS! These are the way we are able to reuse the non-recycling plastics and stop them going in to the...