The systematic study of the structure and behaviour of the physical and natural world through observation and experiment.
Vision for science:
Our learners will leave Northborough with the ability to:
- Questioning – not accepting the norm.
- Work methodically and systematically
- Persistent – if something fails – why?
- Record data in an organised, enabling other people to understand clearly.
Why study science?
Transferrable skills, as exemplified above.
How do you know if it is successful?
Children are able to demonstrate the following:
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Careers / role models
Scientist, technician, astronaut, engineer, psychologist, ecologist, pharmacist, doctor, vet, physiotherapist, zoologist, Charles Darwin, Albert Einstein, Marie Curie, Rosalind Franklin, Stephen Hawking.
At Northborough Primary School, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires.
The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.
At Northborough Primary School, in conjunction with the aims of the National Curriculum, our Science teaching offers opportunities for children to:
- develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics;
- develop understanding of the nature, processes and methods of Science through different types of science enquiries that help them to answer scientific questions about the world around them;
- be equipped with the scientific knowledge required to understand the uses and implications of Science, today and for the future.
- develop the essential scientific enquiry skills to deepen their scientific knowledge.
- Use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts.
- Develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety.
- Develop an enthusiasm and enjoyment of scientific learning and discovery.
The National Curriculum will provide a structure and skill development for the science curriculum being taught throughout the school, which is now linked, where possible to the theme topics to provide a creative scheme of work, which reflects a balanced programme of study.
At Northborough Primary School, children have weekly lessons in Science throughout Key Stage 1 and 2, using various programmes of study and resources. In Early years, science is taught through the children learning about the world around them in their lesrning through play. Additional opportunities are provided in Science, such as Science days/weeks for children, Science fairs in school and educational visits linked to the science curriculum, such as visits to the Space centre and wildlife trusts.
We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;
- Using Rising Stars, Switched on Science (2nd edition), science will be taught in planned and arranged topic blocks by the class teacher. This is a strategy to enable the achievement of a greater depth of knowledge.
- Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up.
- We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
- Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.
- Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
The successful approach at Northborough Primary results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them.
So much of science lends itself to outdoor learning and so we provide children with opportunities to experience this, especially with our extensive grounds/orchard and outdoor classroom. Through various workshops, trips and interactions with experts and local charities, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science as a result of our community links and connection with national agencies such as the STEM association. Pupil voice is used to further develop the Science curriculum, through questioning of pupil’s views and attitudes to Science to support the children’s enjoyment of science and to motivate learners.
Curriculum Progression – Programmes of Study Topics
Key Stage 1
Years 1 and 2
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 (1) observing changes over a period of time, (2) noticing patterns, (3) grouping and classifying things, (4) carrying out simple comparative tests and (5) 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.
Lower Key Stage 2
Years 3 and 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 (1) observing changes over time, (2) noticing patterns, (3) grouping and classifying things, (4) carrying out simple comparative and fair tests and (5) 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.
Upper Key Stage 2
Years 5 and 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 (1) observing changes over different periods of time, (2) noticing patterns, (3) grouping and classifying things, (4) carrying out comparative and fair tests and (5) finding things out using a wide range of secondary sources of information.
Pupils should draw conclusions based on data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
See links below for year group progression Framework for Science - Rising Stars Switched on Science 2nd Edition