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Science

The national curriculum for science aims to ensure that all pupils:

  • 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. 

Experimenting at Telferscot

At Telferscot we believe in inspiring our young learners to use the knowledge and skills they acquire in science lessons, in hands-on practical exploration.  Once a year, we run a whole school experiment as part of British Science Week, where all children from nursery to Year 6 will be making predictions, planning and executing experiments, reflecting on their results and putting their prototypes to the test in front of the whole school.  We believe in using literacy and creativity to engage our pupils by introducing a quest that they are helping to resolve through storytelling.  In the process, pupils learn about fair testing by sticking to the brief for our Science, Technology, Engineering, Art and Maths (STEAM) experiment.

As part of our STEAM experiment, children research a motivating scientist.  In the past, we have learnt about the work of: 

  • Scientist Margaret Ebunoluwa Aderin – Pocock MBE
  • Engineer and DJ Kelvin Doe
  • Astronomer Caroline Hirschel
  • Scientist Angela Zhang
  • Inventor Madam C J Walker
  • Mathematician Katherine Johnson 

 

We keep the drive of these influential STEAM experts alive as we conduct our own experiments in class, as well as in front of the whole school. 

EYFS

The principal focus of science teaching in EYFS (Nursery and Reception) is to allow pupils to explore the world around them, so that they can ask questions about what they see and seek answers by using their senses in hands on exploration. Pupils will develop their ability to use simple scientific vocabulary, starting with, "Why..." questions, i.e., "Why does this car move fast?". By describing what they see, feel and hear, pupils make observations which benefits their communication, as they clarify their understanding. Pupils in EYFS explore life cycles of plants, learn about animals and where they live and are taught about their own health and wellbeing. 

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 are encouraged to be curious and ask questions about what they notice. They are 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 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 is done through the use of first-hand practical experiences, but there are also 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 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 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 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 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 encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas change and develop over time. They 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 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.

Science Blocks

Telferscot’s experiments are packed full of hands-on experiments, creative investigations and new approaches to traditional topics. Each block of learning focuses on key scientific learning and offers children challenging opportunities to work scientifically and use their subject knowledge to make sense of their findings. In EYFS learning is spread over several weeks allowing children to explore topics through a carousel of activities. In Year 1, topics are taught over various terms and from Year 2 onwards each year group studies five science blocks that meet the requirements of the National Curriculum. The sixth topic in each year group is a ‘Super Science’ topic. This off-curricular topic reinforces key working scientifically skills linked to the curriculum. It is an opportunity for children to apply their science skills in a wider context. 

You can find out more about Science in the national curriculum here.

For any further information on Science at our school please contact: Miss Diego