Science


Science Blog 

Science Policy 2015

Medlar With Wesham Science End of Year Group Expectations

Year 1 Expectations of Key Learning and Working Scientifically 

Year 2 Expectations of Key Learning and Working Scientifically

Year 3 Expectations of Key Learning and Working Scientifically

Year 4 Expectations of Key Learning and Working Scientifically

Year 5 Expectations  of Key Learning and Working Scientifically

Year 6 Expectations of Key Learning and Working Scientifically 

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.

                     1. They should be encouraged to be curious and ask questions about what they notice.

                     2. 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.

                     3. 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.

Lower Key Stage 2 -   Is to enable pupils to broaden their scientific view of the world around them.

                        1.  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.

                        2. 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.  

                        3. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

Upper Key Stage 2 -  Is to enable pupils to develop a deeper understanding of a wide range of scientific ideas.

                     1. 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. 

                     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.

                     3.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.               

                     4. 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.

‘Working and thinking 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.

   

Take a look at our Science Week 2017...

Click here to see our powerpoint 

Take a look at our Science Week 2016....

                                                 

Science Week Worship 

PowerPoint 1 

PowerPoint 2

PowerPoint 3

Powerpoint 4