Science Curriculum Rational
Children are naturally curious. In line with the National Curriculum and following the Kent Scheme of Work for Primary Science, we believe a high-quality science education will provide the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science not only for their success in primary school, but a foundation for Secondary school and beyond. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognize the power of rational explanation and foster their sense of excitement and curiosity about natural phenomena, understand how science can be used to explain what is occurring, predict how things will behave, analyze causes and become life long learners.
To develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
To develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Key Stage 1
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 be curious and ask questions about what they notice. By the end of Key Stage 1 they should be developing their understanding of scientific ideas, using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should have begun to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.
Lower Key Stage 2
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. By the end of year 4 they should be doing this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should be asking their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should be able to draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
Upper Key Stage 2
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. By the end of key stage 2 they should be doing this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. Pupils should also begin to recognise that scientific ideas change and develop over time. They should be selecting the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should be able to draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.