Science is a systematic discipline of understanding and building knowledge and concepts to explain processes and phenomena.
A high quality science education provides the foundations for understanding the world through the disciplines of biology, chemistry and physics.
Science has changed our lives and the world and is vital for future prosperity. Pupils will be taught essential aspects of the knowledge, methods, processes and uses of science. By building a foundation of knowledge and concepts, pupils should recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena and be able to understand and analyse processes.
We aim to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;
- develop understanding of the nature, processes and methods of science through different types of scientific 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.
Scientific knowledge and conceptual understanding
The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.
Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are also important and will be linked to the wider school curriculum.
The nature, processes and methods of science
‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. This will be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry will include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources.
Pupils should seek answers to questions through collecting, analysing and presenting data. ‘Working scientifically’ will be developed further so that pupils can engage in more sophisticated discussion of experimental design and control.
The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They will be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
BBC Bitesize Science is an excellent resource for children looking to further their science knowledge at home. It has excellent interactive games and quizzes. Please use the link below to explore:
For science topic research and revision click on the link below:
For the latest science news, games and activities go to:
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