Rationale:

At Sibertswold CE Primary School we are using the new Kent Scheme for science. The activities are aimed at developing the child’s intellectual and practical skills, thus empowering them to explore and investigate the world in which they live. The exploration of science will help children develop ways of understanding the world around them, whilst offering them the opportunity to:

  • question< >investigateformulate hypothesesdesign and carry out experimentsmake observations andrecord results
  • to stimulate curiosity and develop investigative thinking
  • to apply scientific ideas to real-­?life problems
  • to help children make sense of the things that happen around them
  • to develop observation skills
  • to develop scientific strategies and skills through practical investigative and problem-­?solving activities
  • to inspire an interest in science that will be of benefit in future life
  • to work co-­?operatively with others and communicate ideas
  • to create equality of opportunity irrespective of gender, race or home background
  • to provide practical opportunities for careful observation
  • design and perform experiments using appropriate forms of measurement
  • offer strategies to aid meaningful evaluation, interpretation and drawing conclusions
  • relate aspects of work to the interests and everyday experiences of the children
  • promote an appreciation and understanding of the relationship between cause and effect
  • encourage children to work co-­?operatively in small groups and to communicate effectively with each other
  • encourage children to work as independently as possible
  • develop the necessary techniques to enable children to obtain, present and respond to information
  • develop an awareness of safety for themselves and others

The science coverage plan is set out in the scheme of work and agreed by all members of staff, outlines the structure of the learning experiences for children within the school. It provides a framework to ensure coverage of the programmes of study, while leaving room for flexibility. As such it is a working document which supports planning, and will be amended in the light of experience.

The ASE (Association for Science Education) guidelines are adopted as set out in the publication “Be Safe”. The importance of safety and hygiene is stressed at all times and pupils are taught

·?about hazards, risk and risk controls

·?to recognise hazards and take to take steps to control the risks to themselves and to manage their environment to ensure the health and safety of themselves and others

During key stage 1 pupils observe, explore and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables.

  • Sc1 Scientific enquiry
  • Sc2 Life processes and living things
  • Sc3 Materials and their properties
  • Sc4 Physical processes

Teaching should ensure that ‘scientific enquiry’ is taught through contexts taken from the sections on ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’.

  1. During the key stage, pupils should be taught the knowledge, skills and understanding through: a. a range of domestic and environmental contexts that are familiar and of interest to them b. looking at the part science has played in the development of many useful things c. using a range of sources of information and data, including ICT-­? based sources d. using first-­?hand and secondary data to carry out a range of scientific investigations, including complete investigations.
  2. During the key stage, pupils should be taught to:
  3. use simple scientific language to communicate ideas and to name and describe living things, materials, phenomena and processes
  4. recognise that there are hazards in living things, materials and physical processes, and assess risks and take action to reduce risks to themselves and others.

During key stage 2 pupils learn about a wider range of living things, materials and phenomena. They begin to make links between ideas and to 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 begin to think about the positive and negative 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, and communicate ideas using a wide range of scientific language, conventional diagrams, charts and graphs.

The science key stage 2 curriculum consists of:

  • Sc1 Scientific enquiry
  • Sc2 Life processes and living things
  • Sc3 Materials and their properties
  • Sc4 Physical processes

Teaching should ensure that ‘scientific enquiry’ is taught through contexts taken from the sections on ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’.

  1. During the key stage, pupils should be taught the knowledge, skills and understanding through: a. a range of domestic and environmental contexts that are familiar and of interest to them b. looking at the part science has played in the development of many useful things c. using a range of sources of information and data, including ICT-­? based sources d. using first-­?hand and secondary data to carry out a range of scientific investigations, including complete investigations
    1. During the key stage, pupils should be taught to:
  2. use appropriate scientific language and terms, including SI units of measurement [for example, metre, newton], to communicate ideas and explain the behaviour of living things, materials, phenomena and processes
  3. recognise that there are hazards in living things, materials and physical processes, and assess risks and take action to reduce risks to themselves and others

Science Progression of Knowledge and Skills Document Download