Science teaches an understanding of natural phenomena. We aim to stimulate a child’s curiosity in finding out why things happen in the way they do, by teaching methods of enquiry and investigation that encourage creative thought. Our aim is for children to ask scientific questions and begin to appreciate the way science will affect their future on a personal, national and global level.

The aims of science are to enable children to:

  • ask and answer scientific questions;
  • plan and carry out scientific investigations, using equipment, including computers, correctly;
  • 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.

We use a variety of teaching and learning styles in science lessons. Our principal aim is to develop children’s knowledge, skills, and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the children in an  enquiry-based research activity. We encourage the children to ask, as well as answer, scientific questions. They have the opportunity to use a variety of data, such as statistics, graphs, pictures, and photographs. They use ICT in science lessons where it enhances their learning, take part in role-play and discussions and also present reports to the rest of the class. We engage them in a wide variety of problem-solving activities. Wherever possible, we involve the pupils in ‘real’ scientific activities, for example, researching a local environmental problem or carrying out a practical experiment and analysing the results.

We recognise that there are children of widely different scientific abilities in all classes and we ensure that we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways by:

  • setting common tasks which are open-ended and can have a variety of responses;
  • setting tasks of increasing difficulty (we do not expect all children to complete all tasks);
  • grouping children by ability in the room and setting different tasks for each ability group
  • grouping children of mixed ability to inspire and support each other, whilst honing their communication of new concepts and skills
  • providing resources of different complexity, matched to the ability of the child;
  • using classroom assistants to support the work of individual children or groups of children.

 

National Curriculum Document