Impact

Our teachers encourage each pupil to take part in discussion and debate, experience the joy of discovery, hone sophisticated practical experimental skills, and become independent in reading and research. The subject also supports children in developing skills in critical thinking, creativity and curiosity. These skills are all paramount to any direction, career or future our pupils might choose. Carefully planned and resourced units of learning will allow pupils at Thomas Jones to immerse themselves in these inspiring, exploratory and practical experiences.

Early Years Foundation Stage (EYFS)

In the Early Years Foundation Stage, children are actively encouraged to notice, talk about and explore the world around them and think about how it works, through both indoor and outdoor provision. This includes noticing and observing processes and features of their immediate environments, for example, changes in plants each season, the weather, different sounds, and different properties of  materials, through one of the 7 areas of learning; ‘Understanding the World’. Their scientific learning mostly takes the form of hands on exploration, which is in turn supported by both child and adult-led activity, discussion and questioning. By the time the children are in Reception, they are beginning to develop more subject specific knowledge through their more formally taught ‘topic’ sessions, such as how humans grow and change, and the basics of plant life. This then forms the foundation for the discrete and more in-depth science curriculum and teaching that begins in Year 1.

The early learning goals in the EYFS aim to guide children in their exploration of the world around them, and their experiences of processes, objects, materials and living things. Through this, they can begin to attribute meaning to the similarities, differences, patterns and changes that they can see around them.

Key Stage 1

In Years 1 and 2, children begin to engage more actively in scientific enquiry, exploring different ways in which they can ask questions. They are taught to use technical vocabulary through discussion, and how to make sensible predictions. They are supported in setting up and performing simple tests or investigations based around a question, using specific equipment. They are shown how to make close observations and to talk about what they notice, in groups or as a whole class. The children are supported in recording data they have collected in simple charts or graphs, and begin to classify and group information, using their knowledge and understanding of scientific processes.

By the end of Key Stage 1, the children should be starting to use their observations and findings to formulate their own ideas, suggesting answers to key scientific questions.

Key Stage 1 Science Curriculum Map

Key Stage 2

In Years 3 to 6, children continue to immerse themselves in practical enquiry-based science learning, building upon their understanding and experiences from Key Stage 1. Children will become increasingly confident when considering more complex scientific questions, perhaps being given a problem to solve and considering their own enquiry questions. They will continue to plan for and set up practical investigations, and will learn how to ensure they are appropriately comparative, as well as a fair test. By Upper Key Stage 2, this will include consideration of different variables and how changes to these might impact results. Predictions made will be based on scientific knowledge and understanding. Children will be able to make systematic and careful observations, taking measurements with increasing accuracy and precision and using a range of more complex equipment with skill. They are taught to use specific scientific language when recording their findings, and will present increasingly complex data accurately and in a variety of ways, including scientific diagrams, scatter and bar charts, line graphs and tables.

By Upper Key Stage 2, children will be able to report and present their findings clearly in oral and written form, drawing their own conclusions and using relevant language to justify scientific ideas. They will be supported in considering when further investigations or observations might be needed in order to answer additional questions that may have arisen. They will make practical suggestions about how their working methods could be improved, learning from experience. By the end of the key stage, some children will consider causal relationships in the data they have collected, and begin to identify scientific evidence that supports or refutes the ideas or arguments they have identified, linking these to concepts or problems beyond their initial enquiry questions.

Key Stage 2 Science Curriculum Map