In our rapidly evolving world, science is a vital part of our curriculum intention. Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. Pupils learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.
At St Tudy we implement a two year rolling Science curriculum that builds on prior skills and knowledge year on year. The science curriculum will be taught in response to driving questions which are aimed to be challenging, inspiring, creative, nurturing and encourage active learning. As far as possible, each topic must have an element which challenges the “Thinking Scientifically” element of the curriculum and focuses on building different aspects of enquiry skills.
At Key Stage 1 pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of ICT if it is appropriate.
At Key Stage 2 pupils learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT.
We want every child to see themselves as a scientist and never stop being amazed by the wonders our world has to offer; to carry on asking questions and explore the possibilities open to them.
The impact of our Science curriculum is that our learners are equipped with the scientific skills and knowledge that will enable then to be ready for the secondary curriculum and for life as an adult in the world outside the classroom. Children will be able to demonstrate their ability to interpret scientific thinking and suggest ways in which they might explore a scientific principle. Children’s learning is assessed against the age-related expectations for science.