A Vision for Science
At Flamstead End School, we want to ensure that Science engages pupils in understanding and questioning the world around them. Encouraging curiosity and knowledge in the fields of biology, chemistry and physics alongside a range of scientific skills through a range of enquiry including: identifying and classifying; fair testing; observing over time; looking for patterns and using secondary resources.
Science is good when:
- Children have the opportunity to develop their own enquiries.
- Children are engaging with the world around them.
- Children are asking questions.
- Children are engaging with a range of sources to build their knowledge.
- Children evaluate and improve their enquiries.
- Children use and develop their own keys.
- Children take measurements using scientific equipment.
- Children record data and results in a range of ways.
- Children use their results and data to draw conclusions and give rational explanations rooted in scientific knowledge.
Click here for Science Progression Map
The following documents give an overview of the age-related expectations in Science.
‘Working scientifically’ is the term used to describe the key skills which support the science knowledge base the children learn in each year group.
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 ask questions about what they notice.
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 phenomenon and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.
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 add to this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. They should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.
The following documents give an overview of the age-related expectations of ‘working scientifically’:
Working Scientifically Progression Document - Questions and Ideas
Working Scientifically Progrsssion Document - Obtaining and Presenting Evidence
Working Scientifically Progression Document - Considering and Evaluating Evidence