Science 2021 - 2022
“The Science of today is the technology of tomorrow” – Edward Teller
Science teaches an understanding of the world that we live in and aims to stimulate a child’s curiosity to find out how and why things happen in the way they do. It teaches methods of enquiry and investigation to encourage creative thought. Children learn to ask scientific questions and are encouraged to engage in questioning and discussion about science-based issues which affect their lives, the society in which they live and the world as a whole.
For a detailed understanding of the Intent, Implementation and Impact of the teaching of Science at Boundary, please read the document below.
Science at Foundation Stage (reception and nursery) is covered in the ‘Understanding the World’ area of the EYFS Curriculum. It is introduced indirectly through activities that encourage children to explore, problem solve, observe, predict, think, make decisions and talk about the world around them.
Early Years Science also helps children with skills in other Foundation Stage areas of the National Curriculum, such as Physical Development and Expressive Arts and Design. During the early years at school, children will explore creatures, people, plants and objects in their natural environments. They will observe and manipulate objects and materials to identify differences and similarities. For example, they may look at an egg whisk, sand, paper and water to learn about things that are natural and manmade and their different functions. They will also learn to use their senses, feeling dough or listening to sounds in the environment, such as sirens or farm animals. They will make observations of animals and plants and explain why some things occur and talk about changes.
The children are encouraged to ask questions about why things happen and how things work. They might do activities such as increasing the incline of a slope to observe how fast a vehicle travels, or opening a mechanical toy to see how it works. The children will also be asked questions about what they think will happen to help them communicate, plan, investigate, record and evaluate findings.
Pre-assessments are undertaken in different forms at the start of a unit of work. It provides valuable information about what is already known about a topic and readiness for planning. Discovering prior knowledge allows the teacher to present new information at an appropriate level for the children. Formative assessment continues throughout the learning process, so lessons can be adjusted according to children’s need. At the end of a unit, a short rising stars paper is taken by the children, and the teacher uses this information as a focus for the consolidation unit during summer 2. The consolation unit is an opportunity to revisit the science which has been taught throughout the year and reassess the children.
From the formative assessment and rising star papers, teachers make a judgement at the end of each term on O’track (assessment tracking programme) to show if the child is working towards, is at or is above the expected standard.
We are currently working on achieving the Primary Science Quality Mark. Throughout the quality mark process we have developed our resources, streamlined our assessment and developed our working scientifcally journey. Our current focusses for the award are now expanding Science Capital and parental involvement in Science. We are looking forward to sharing the successes from the journey and displaying the award.
Science Curriculum At a Glance
Here are a list of useful websites that children can explore. This includes games, information and Science news. Click on the title to follow the link.