Science

Science at Woodlands

Intent

Science at Woodlands is fun, investigative, engaging and active! It is an integral part of the curriculum as it enables children to understand the world they live and ask inquisitive questions about how and why things happen.

From EYFS to Year 6, our science teaching focuses on the how and why of science. Questioning is at the core of all teaching as we want to develop deep thinkers, knowledgeable scientists and live learning. We encourage children to become inquisitive thinkers, ask questions, challenge ideas and then work towards finding out the reasons through fun, investigative and active lessons.

Implementation

In Science, our curriculum is based around constantly building upon skills and prior knowledge, asking questions, investigating ideas and noticing science in the real world. This begins in EYFS when the children are beginning to 'understand the world' through play, dicussions and asking inital questions. In Key Stage 1 and 2 this is deepened and further developed. Each year group completes physics, biology and chemistry units throughout the year. Most units are revisited across the children's time in school, in both Key Stage 1 and 2, where they deepen their understanding and knowledge to build upon their previous learning.

Our science curriculum is focused on helping children to develop a breadth of secure subject knowledge while embedding opportunities throughout lessons for children to work scientifically. The types of scientific enquiry which are embedded within our lessons include: observing over time; pattern seeking; identifying, classifying and grouping,; comparative and fair testing; and researching using secondary sources.

Process

Science in EYFS

In EYFS, science is taught as an element of 'Understanding of the World'. Pupils have access to a curriculum which supports their development of skills, knowledge and vocabulary. Pupils access learning through taught sessions, which is then enhanced through continuous provision. This allows them to explore and experience active learning, while asking and answering questions. Half-termly topics are interlinked, allowing learning to be holistic and memorable, particularly as all learning is revisited regularly throughout each topic. Examples of science topics are; freezing and melting, everyday materials, seasonal change, sinking and floating, and plants.

The curriculum is based around the overarching principles and characteristics of effective learning. These are;

Playing and exploring - children investigate and experience things, and 'have a go'.
Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements.
Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

Science in Key Stage 1

In Key Stage 1, the science curriculum provides children with opportunities to explore and experience the world around them. Through the topics, the children are encouraged to think scientifically and ask questions about what they notice. Furthermore, they are taught to use simple scientific language when sharing their thoughts, ideas and observations.

Science units in Key Stage 1

Throughout key stage 1, the children will cover the following scientific units:

Plants
Animals, including humans
Everyday materials
Seasonal Change
Living things and their habitats

Working Scientifically in Key Stage 1

In Key Stage 1, children will learn to use the following methods, processes and skills:

asking simple questions (for example, 'What would happen if I didn't give a plant water?')
observing closely, using simple equipment such as a magnifying glass
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions

Science in Lower Key 2

Across Year 3 and 4, the children are encouraged to raise their own questions about the world we live in through participating in a range of scientific enquiries and experiences. They also start to make their own decisions about the most appropriate scientific enquiry to use to answer the questions they have.

Science units in Lower Key Stage 2

Across Year 3 and 4, the children will cover the following scientific units:

Plants
Animals, including humans
Rocks
Light
Forces and magnets
Living things and their habitats
States of matter
Sound
Electricity

Working scientifically in Lower Key Stage 2

Within lower key stage 2, pupils will cover the following practical scientific methods and skills:

asking relevant questions
using different types of scientific enquiries
setting up simple practical enquiries
making systematic and careful observations and taking accurate measurements
using a range of equipment
gathering, recording, classifying and presenting data
reporting on findings from enquiries
using results to draw simple conclusions
identifying differences, similarities or changes related to simple scientific ideas and processes

Science in Upper Key Stage 2

The main focus of science in Year 5 and 6 is to develop a deeper and more secure understanding of a wide and varied range of scientific ideas. The children will build on existing knowledge and be given opportunities to select the most appropriate ways to answer science questions using different types of scientific enquiry.

Science units in Upper Key Stage 2

Throughout upper key stage 2, the children will cover the following scientific units:

Animals, including humans
Living things and their habitats
Properties and changes of materials
Earth and space
Forces
Evolution and inheritance
Light
Electricity

Working scientifically in Upper Key Stage 2

Within upper key stage 2, the children will cover the following practical scientific methods and skills:

planning different types of scientific enquiries to answer questions
recognising and controlling variables
taking measurements, using a range of scientific equipment
recording data and results
using test results to make predictions to set up further comparative and fair tests
reporting and presenting findings from enquiries
identifying scientific evidence that has been used to support or refute ideas or arguments