Science

Science at Slimbridge 

The aims and objectives of the National Curriculum for Science ensure that children get a broad and balanced coverage of all scientific disciplines throughout the primary years. Children are encouraged to carry out scientific enquiries, make observations, explore and ask questions about the world and to develop an understanding of the present and future implications of science.

We have designed our curriculum to ensure that each year group has a balanced coverage of all science objectives and disciplines from the explorative stage in the Early Years, to the end of KS2.

Science is assessed by making informal judgements and observations during lessons and through questioning and discussion. Formative assessment is on-going throughout the year and teachers assess whether children are working at, above or below age related expectations. At UKS2, work is assessed using national exemplification documents to ensure consistency with national standards. There are currently no formal assessments for Science.

The following grids provide an overview of the current curriculum coverage for each class: 

 

Science in EYFS

Science is taught integrally as part of the Knowledge and Understanding of the World in the EYFS curriculum. Through play and discussion, our children are encouraged to make observations, ask questions and develop inquisitiveness about the world.

Working Scientifically in Class 1

 During Year 1 and 2, children are taught to use the following practical scientific methods, processes and skills.

  • Asking and answering simple questions
  • Making close observations and using these and other ideas, to suggest answers to questions
  • Using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Gathering and recording data

Working Scientifically in Class 3

  •  Asking relevant questions and using different types of scientific enquiry to answer them
  • Setting up simple practical enquiries involving comparative and fair tests
  • Making careful observations
  • Using different equipment, such as thermometers and data loggers, and taking accurate measurements.
  • Gathering, recording, classifying and presenting data in different ways
  • Using scientific language, drawings and labelled diagrams and recording findings using keys, bar charts and tables
  • Reporting on investigations both orally and in written format, making displays or presentations of results
  • Drawing conclusions using results and making predictions and suggesting improvements
  • Identifying differences, similarities and changes related to simple scientific ideas and processes
  • Using simple evidence to answer questions and support their findings

Working Scientifically in Class 4

  •  Asking relevant questions and using different types of scientific enquiry to answer them
  • Setting up simple practical enquiries involving comparative and fair tests
  • Making careful observations
  • Using different equipment, such as thermometers and data loggers, and taking accurate measurements.
  • Gathering, recording, classifying and presenting data in different ways
  • Using scientific language, drawings and labelled diagrams and recording findings using keys, bar charts and tables
  • Reporting on investigations both orally and in written format, making displays or presentations of results
  • Drawing conclusions using results and making predictions and suggesting improvements
  • Identifying differences, similarities and changes related to simple scientific ideas and processes
  • Using simple evidence to answer questions and support their findings

Working Scientifically in Class 5

During years 5 and 6, children are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments.