Science 
“Science
is an integral part of modern culture. It stretches the imagination
and creativity of young people. Its challenges are quite enormous.” Professor Malcolm Longair, Head of Cavendish Laboratory, University
of Cambridge
Science is broken
down into:
KEY STAGE 1
Pupils observe, explore and ask questions
about living things, materials and how things work. They begin to work
together in small groups 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.
The topics followed are as follows:
|
|
Term
1 |
Term
2 |
Term
3 |
Year 1 |
1 - Ourselves
2 - Plants |
1 - Pushes & Pulls
2 - Sound & Hearing |
1 - Sorting & Using
Materials
2 - Light & Dark |
Year 2 |
1 - Grouping & Changing
Materials
2-Magnets |
1 - Animals & ?
2 - Health & Growth |
1 - Forces of Nature
2 - Electricity |
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 everyday things and
to their personal health. They begin to think about positive and negative
effects of scientific and technological development son the environment
and in other contexts. They carry out more systematic investigations,
working on their own and with others. They use 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.
Children follow science-orientated topics
such as Myself, Colours and Light, Growing Things, Electricity, Staying
Healthy, Life Processes and Living Things, The Earth and Beyond, Forces
and Materials and Their Properties.
KEY STAGE 3
Pupils build on their scientific knowledge
and understanding and make connections between different areas of science.
They use scientific ideas and models to explain phenomena and events,
and to understand a range of familiar applications of science. They
think about the positive and negative effects of scientific and technological
developments on the environment and in other contexts. They take account
of others' views and understand why opinions may differ. They do more
quantitative work, carrying out investigations on their own and with
others. They evaluate their work, in particular the strength of the
evidence they and others have collected. They select and use a wide
range of reference sources. They communicate clearly what they did and
its significance. They learn how scientists work together on present
day scientific developments and about the importance of experimental
evidence in supporting scientific ideas.
