At Story Wood, science is taught through a practical, interactive approach.

Children build up a body of knowledge across the range of science topics and progressively develop their working scientifically skills. Each science topic is brought to life through a range of engaging scientific enquiries conducted by the children, plus practical demonstrations to help explain scientific ideas Throughout the year groups, pupils learn and practise working scientifically skills, learning how to ask scientific questions, observe and measure using equipment, plan and perform tests, gather and record data, use results to draw conclusions, and report and present their findings. We also use our wonderful forest school environment for observation of animals and plants in their habitat.  At Story Wood we also seek to promote extra-curricular engagement with science, and every year we celebrate British Science week with a themed week of exciting science activities. Through the teaching of science, our intention is to inspire in pupils a sense of wonder and curiosity about the world, the ability to think critically and evaluate evidence, and to foster an appreciation for the power of scientific explanation.

The National Curriculum aims for science that we follow 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 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.

Science in our EYFS

In Nursery and Reception, teachers use observations and assessments of children’s learning to plan future learning based on the needs and interests of the children. Teachers in our EYFS use development age bands to assess, understand and support each individual child’s development pathway. The EYFS profile summarises and describes children’s attainment at the end of EYFS. Science is incorporated within the ‘Understanding of the World’ early learning goal:

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one to another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Science in our Key Stage 1

In Years 1 and 2, the focus of science is to enable the children to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. The children are encouraged to be curious and ask questions about what they notice. They are helped to develop their understanding of different scientific ideas by using different types of scientific enquiry to answer their own questions. The types of enquiry include observing changed over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out by using research. Children should begin 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. Most of the learning about science is done through first-hand practical experiences, but there is also some use of appropriate secondary sources such as books, photographs and videos. Children should also read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge.

Science in our Lower Key Stage 2 (Years 3 and 4)

In Years 3 and 4, the focus is to enable the children to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments. In addition, children will begin to develop their ideas about functions, relationships and interactions.

Children ask their own questions about that they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them (including observing over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out by using research). Children 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. Children should also read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.

Science in our Upper Key Stage 2 (Years 5 and 6)

In Years 5 and 6 the focus is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. The children encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. Children should select the most appropriate ways to answer science questions using different types of scientific enquiry (including observing over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out by using research). Children should 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. Children should also read, spell and pronounce scientific vocabulary correctly.