Science
At St.Martin's we create enthusiasm for science by allowing children to participate in hands-on science experiments and our aim is to encourage curiosity and inquiry. We encourage children to ask questions and not be afraid to try and explain things that they have encountered on the way.
Our science curriculum allows children to investigate and better understand the world around them.
The primary science curriculum covers 4 main areas:
Scientific Enquiry
Life Processes and Living Things
Materials and their Properties
Physical Processes
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SCIENCE FUN IN YEAR ONE
Children in Year one have been investigating and exploring shadow making.
SCIENCE LEARNING AT HOME
Encourage your children to ask questions. Who? What? Where? When? Why? How?
One question can often lead to another and another. See how many you can ask at one time! If you are open to learning, it’s likely your children will be too! Discuss items of interest, show a willingness to ask questions, and seek answers.
When questions arise, investigate the answers — on the internet, at the library and from books.
Discuss issues in the news with a science focus, or explore science during the course of daily activities. For example — What does soap do? Where does dust come from? Why do we sneeze? How do cars work? Why don't bridges fall? Do stars really twinkle?
Try experimenting with objects in your everyday lives. It can be simple — leave some water out in a glass, put pennies in cola, leave the baking powder out of a recipe, etc. Ask the question, "what happens when...?" and then try it! (Just don't forget safety!)
Click the above icon for Science info from the BBC Learning Zone
Click the above icon for Science info from Channel 4 Teaching & Learning
Science - KS1
Statutory requirements
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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asking simple questions and recognising that they can be answered in different ways
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observing closely, using simple equipment
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performing simple tests
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identifying and classifying
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using their observations and ideas to suggest answers to questions
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gathering and recording data to help in answering questions.
Science - Lower KS2
Statutory requirements
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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asking relevant questions and using different types of scientific enquiries to answer them
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setting up simple practical enquiries, comparative and fair tests
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making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
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gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
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recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
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reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
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using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
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identifying differences, similarities or changes related to simple scientific ideas and processes
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using straightforward scientific evidence to answer questions or to support their findings.
Science – Upper KS2
Statutory requirements
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
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taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
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recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
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using test results to make predictions to set up further comparative and fair tests
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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
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identifying scientific evidence that has been used to support or refute ideas or arguments.
