THURSDAY 20TH OCTOBER WHOLE SCHOOL SCIENCE WORKSHOP. A VISIT FROM ZOOLAB. BRING ON THE FUN!!!!!
Subject Leader - Mrs M KHAN
Why is Science so important?
Reception- Although a core subject from Y1 upwards science in Reception is taught through the UTW (Understanding of the World) strand.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. EYFS Framework 2014
Children work towards the end of year statutory requirements for UTW:
Early Learning Goal 14 – The world Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
We have been learning about our five senses. We played a game today where we had to listen carefully and point to the source of the sound.
Key stage 1- 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. Pupils are encouraged to work scientifically through the content in the programmes of study.
Examples of Key Stage 1 programmes of study are:
Animals, including Humans
Living things and their habitats
Ash have been looking at different materials. They have been sorting them and describing their properties.
Lower Key Stage 2- Y3/4- 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. As with Key Stage 1 children develop their investigative, scientific skills through the programmes of study.
Examples of Y3/4 programmes of study are:
Light & Sound
Forces & Magnets/ Electricity
Beech Class have been learning about the human body. They have been making their own skeletons using art straws.
Upper Key Stage 2- Y5/6- The principal 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 do 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 should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should 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 comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should 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. Investigative, scientific skills are taught through the programmes of study.
Examples of Y5/6 programmes of study are:
Properties and changes of materials
Living things and their habitats
Evolution and inheritance
Updates will be hot off the press!