Northside Primary School

Northside Primary School - Achieving and celebrating success where every child matters

Science

Science teaches an understanding of natural phenomena. It aims to stimulate a child’s curiosity in finding out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate creative thought. Children learn to ask scientific questions and begin to appreciate the way science will affect their future.

The aims and objectives are delivered through the following principles. These were devised through consultation with staff and pupils. These help the children to feel confident to build on their experiences in order to develop their informal ideas into scientific concepts. 

Principles of science teaching at Northside 
Science is good at Northside when……
       It’s practical and hands on
       Children are confident and able to devise their own experiments.
       It involves working together.
       We allow the children to explore and investigate independently.
       It is well planned and creative.
       It is fun and interactive.
       It is linked to real life.
       Children are encouraged to ask questions and find their own answers.
       There are a range of resources for children to choose from.
       The units are linked to other subjects and topics.
       Everyone gets involved. For example during science week.
       We use the environment to support the children’s learning.


The school uses the national curriculum scheme of work as the basis of its curriculum planning. Where possible, science lessons will be planned to support the creative curriculum. Scientific enquiry is integrated throughout the curriculum, and includes a range of different types of enquiry as appropriate for different topics:
•       Exploration enquiry – teaching children to observe and record change over time and reflect on what they see.
•       Problem-solving enquiry – solutions can involve designing and making systems, apparatus or artefacts stressing the importance of success criteria.
•       Research enquiry – children using secondary sources eg. books, internet and CD Roms, and communicating their findings by speaking and listening, writing letters etc.
•       Classification enquiry – in which things can be assigned to groups or identified by characteristics.
•       Fair test enquiry – teaching children how to manipulate variables.
•       Biological enquiry – pattern-seeking through sample size and sample choice, using spreadsheets and producing scattergraphs.
In all these enquiries, children will be given opportunities and encouraged to:
•       Discuss and develop their opinions.
•       Make evaluated predictions before an investigation.
•       Tabulate, note-take and sketch results.
•       Make accurate observations.
•       Write clear accounts using their own observations and ideas.
•       Extend investigations using their own ideas.
•       Collect, consider and analyse first-hand data.
•       Use a wide range of scientific vocabulary.
•       Use a variety of ICT tools to support their learning through use of databases, spreadsheets, data-handling programmes, computer microscope and data logging equipment.

Science has significant links with other curriculum areas. We are committed to developing the teaching of science within other areas of the curriculum, in order to improve creativity in the classroom and enhance learning through making useful links. Where possible, units are planned to link in with our creative curriculum which includes child led topics. 

 

Science curriculum content overview for all subjects

For more information:

Science National Curriculum 2014