Science
St Edward’s Values: Thankfulness, Forgiveness, Compassion, Perseverance, Courage, Friendship
‘I have come that they may have life, and have it to the full.’ (John 10:10)
Science Curriculum at St Edward’s
Intent
“Allows children to explore and investigate things around them and build links with prior knowledge. Scientific investigation encourages children to ask questions about the world around them and consider ways in which to explore these questions “
“To develop the skills they need to ask and answer questions and to develop an understanding of scientific concepts.”
Science at St. Edward’s allows children to explore and investigate things around them and build links with prior knowledge. Scientific investigation encourages children to ask questions about the world around them and consider ways in which to explore these questions
This is implemented by lessons ……..
- which are fun and engage the children
- which plan for progression and depth
- make use of our outdoor learning space
- which track pupils progress
that offer extra-curricular outings to further develop understanding
Coverage
Science is planned in-line with the statements laid out in the national curriculum. Science is planned with cross-curricular links included in our Cornerstones topics where possible and with NC objectives being used to supplement and provide extra support and resources to enhance science teaching.
Science Skills Progression – Scientific Inquiry, Investigation, Analytical Thinking and Scientific Literacy
Scientific Inquiry is the term that encompasses different types of practical work in science. An essential aspect of Scientific Inquiry is that children make decisions about how to plan, carry out and evaluate the evidence. The main approaches to Scientific Inquiry are:
· Observing and exploring – careful observation of how something behaves, looking for changes over time and exploring ‘what happens if…’ and ‘how could I…..?’
· Classifying – through identifying key characteristics
· Fair testing – through identifying all possible variables and then changing only one while controlling all others
· Finding an association – linking two variables to determine relationships
· Problem solving – design, test and adapting an object or system.
The development of skills can be achieved through collaborative investigations, inquiries and challenges with occasional opportunities for more detailed comprehensive activities. It should be recognised that any one investigation does not always require children and young people to develop the full range of skills at any one time. In Scientific Inquiry, children need to develop a range of skills with increasing independence and accuracy. They need to be able to ask questions, decide on an appropriate approach, plan what to do, predict what might happen, select equipment and carry our practical work safely and accurately. They need to make observations, take measurements and present the data collected. Finally, they need to describe patterns and trends, compare results to predictions, evaluate and interpret the evidence and draw conclusions. Children need to develop Scientific Analytical Thinking skills through:
· Being open to new ideas and linking and applying learning
· Thinking creatively and critically
· Developing skills of reasoning to provide explanations and evaluations supported by evidence or justifications
· Making predictions, generalisations and deductions
· Drawing conclusions based on reliable scientific evidence where possible, pupils should be involved in using a range of ICT to support their observations, data collection and analysis including use of databases, spreadsheets, graphics programmes, data-logging equipment, digital cameras, video, webcams etc. Skills in the collection and presentation of data should also be linked with Mathematics and Numeracy Experiences and Outcomes.