Science

Science

The study of science enables children to understand the world around them. It involves making observations, collecting evidence and undertaking practical investigations in order to understand major scientific ideas. Science should always encourage critical and creative thought by encouraging children to engage in questioning and discussion about science-based issues, which affect their lives. Through their work in science, children will gain knowledge and understanding that will help them begin to make sense of phenomena and events in our world today.

 

Objectives

These objectives are intended for all pupils in school. How they are implemented will be dependent on the age and ability of the pupil.

 

  • Grow in confidence in science so they are able to express their ideas through using scientific language
  • Begin to make sense of their observations and investigations by suggesting possible explanations
  • Communicate their knowledge and understanding in a variety of ways
  • Formulate and share ideas and begin to work out ways of testing them
  • Recognise hazards and risks when working with living things and materials
  • Make simple and accurate measurements
  • Develop an enthusiasm and fascination about science itself
  • Become curious about their environment
  • Develop respect for the environment and living things
  • Stimulate and excite pupils’ curiosity about changes and events in the world
  • Satisfy this curiosity with knowledge
  • Help pupils to learn to question and discuss scientific issues that may affect their own lives
  • Help pupils develop, model and evaluate explanations through scientific methods of collecting evidence using critical and creative thought
  • Engage pupils as learners at many levels through linking ideas with practical experience

 

Foundation Stage

In Foundation Stage, the children follow the Early Years Foundation Stage (EYFS) curriculum.

 

We teach science in reception classes as an integral part of the topic work covered during the year. As the reception class is part of the Foundation Stage of the National Curriculum, we relate the scientific aspects of the children’s work to the objectives set out in the Early Learning Goals (ELG’s), which underpin the curriculum planning. The majority of the science work covered within the Foundation stage falls into the Knowledge and Understanding of the world theme.  Children often work in small focus groups with an adult to develop their observational skills and to use comparative language. The majority of the work will be oral.

 

Key Stage 1

At Key Stage 1 pupils observe, explore and ask questions about living things, materials and physical processes. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of computing if it is appropriate.  Planning takes in to account that the school places a high emphasis on the development of pupil’s skills of working scientifically.

 

KS 1  Coverage

Expected Y1

/Expected Y2

Work

Scientifically

Plan

Do

Record

Review

  • identify and classify
  • asking simple questions and recognising that they can be answered in different ways
  • explain why some things occur, and talk about changes

 

 

  •     observe closely, using simple equipment
  • perform simple tests
  • gather and recording data to help in answering questions
  • use their observations and ideas to suggest answers to questions

 

Humans and other animals

 

(Biology)

  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
  • describe and compare the structure of a variety of common animals  fish, amphibians, reptiles, birds and mammals  including pets)

 

  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

 

 

Plants

(Biology)

  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • identify and describe the basic structure of a variety of common flowering plants, including trees
  • observe changes across the four seasons (from the “seasonal changes” part of the curriculum)
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
  • observe and describe how seeds and bulbs grow into mature plants

 

Living Things and their Habitats

 

(Biology)

  • not covered in Y1 curriculum however seasonal changes could be brought into forest school under the umbrella of “habitats”.
  • explore and compare the differences between things that are living, dead, and things that have never been alive
  • identify and name a variety of plants and animals in their habitats, including micro-habitats
  • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Seasonal Changes

  • observe changes across the four seasons
  • observe and describe weather associated with the seasons and how day length varies
  • not covered in Y2 curriculum

 

Everyday materials/Use of everyday materials

 

(chemistry)

  • distinguish between an object and the material from which it is made
  • identify and name a variety of everyday materials including wood, metal, plastic, glass water and rock.
  • describe the simple physical properties of a variety of everyday materials
  • compare and group together a variety of everyday materials on the basis of their simple physical properties

 

  • identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock,  paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

 

 

Contact The School

Dobcroft Infant School

Pingle Road, Sheffield, S7 2LN

Tel:

0114 2368099

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