St Matthew's Science
'The important thing is to never stop questioning.' Albert Einstein
We are Scientists
“For young learners, science is just an extension of their everyday world. We don’t have to teach young children how to wonder, discover, and explore through play because they do it naturally."
- Steve Spangler
Why should we learn about Science?
The science fiction of the past can often become the science fact of the present. Laser surgery, stem cell therapy, IVF, life in a meteorite from Mars, streaming services, the Internet, gene therapy, smart phones, renewable energies, conservation programmes.
These are concepts and realities of our times, markers of the late 21st century's scientific and technological revolution. Science has changed the way we work, communicate, and view the world.
Science helps our understanding of the world around us. Everything we know about the universe, from how trees reproduce to what an atom is made up of, is the result of scientific research and experiment. Science is one of the oldest and most important academic disciplines, and covers a wide variety of subjects. It is also one of the fundamental parts of the term STEM, used to refer to science, technology, engineering and mathematics.
Through teaching science at St Matthew's, we aim to provide our pupils with the skills, knowledge and interest to further understand the world around them. We also emphasise the fun and interactive nature of the subject and aim to provide a range of experiences and real-life contexts beyond the curriculum.
How will it help children in later life?
Our pupils will develop into curious learners, asking questions and debating scientific phenomena to try and make sense of the world that we live in. Capturing this interest at a young age could potentially create the next Brian Cox, Stephen Hawking or the next David Attenborough!
In the 21st century, scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalisation and a knowledge-based economy. To succeed in this new information-based and highly technological society, our children will need to develop their capabilities in Science, as in other STEM subjects, to levels much beyond what was considered acceptable in the past. Regardless of the future our children find themselves in, a sound grounding in Science concepts (as well as the problem-solving abilities and resilience necessary in the subject) will enable them to process future developments, if not contribute to it directly through their chosen career.
What do we want for our children?
Science is a way of thinking, and a way of looking at and understanding the world in which we live. Asking questions, challenging ideas, and thinking critically with the support of evidence are all life skills that are learnt and developed through the teaching of science.
Jean Piaget said that children are ‘active builders of knowledge, little scientists who construct their own theories of the world’, and this is at the heart of our approach to science teaching and learning. Walk into a science lesson at St Matthew's and you never know what you might encounter: from recreating parts of the human digestive system, to dissecting plants, designing and making electrical circuits, or investigating shadows. From the very start of their time in the Early Years, our pupils are encouraged to think creatively and to question how their world works. They are taught how to observe, investigate and evaluate their findings, rising to the challenge of being real ‘scientists’. We aim for the children to develop a sense of responsibility and respect for all living and non-living things.
At St Matthew's, we believe in approaching the subject of science through investigation, exploration, active participation and experience. Our science curriculum is therefore enquiry-based. This enables our pupils to satisfy their own intellectual curiosity whilst developing their abilities to make intelligent predictions, to reason, and to draw worthwhile conclusions, using evidence and data as justification. We promote resilience and independence of thought and approach, ultimately aiming for our pupils to see for themselves the relationships between what we learn in the classroom and everyday life.
Intent
At St Matthew’s we recognise the importance of Science in our everyday lives. We fully embed Science as a core subject within our curriculum and we aim to have scientific enquiry at the heart. Our Science topics increase the knowledge and understanding of the world of our pupils and feeds and develops their natural curiosity. We want our children to be stimulated to ask questions, to be hands on and to use scientific vocabulary confidently. At St Matthew’s we encourage respect and care for living things around us and to cherish our environment. We want our pupils to be inspired to pursue careers in science and every single child is encouraged to see how Science can play in a role in their futures.
Implementation
At St Matthew’s, Science units are taught within each year group in accordance with the National Curriculum.
- Children are given a knowledge organiser at the start of each topic which details some key Science Curriculum Statement information, dates and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and are used as a reference document.
- Children have access to key scientific vocabulary and are able to use this vocabulary confidently.
- Children use a range of resources that match the unit and develop their understanding of working scientifically.
- Allow opportunities for practical investigations and experiments along with exploring, predicting, planning and presenting findings in a variety of ways.
- Develop a whole school approach to fair testing.
- Reflecting on previous learning and building on prior knowledge ensuring that ideas are linked together.
What does this look like for our children?
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[2]. 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’ [3]. 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.
Impact
The impact of this implementation will be that most children will achieve age related expectations. Children will retain scientific knowledge evidenced by pupil voice. They will be able to question ideas and reflect on knowledge learned. Through learning the importance of the impact of Science on our lives, children will be enthusiastic learners and talk eagerly about their Science learning. They will be able to investigate collaboratively and practically and to be able to reason scientifically.
Inclusion
Four incredibly significant figures in the history of science; Albert Einstein, Thomas Edison, Alexander Graham Bell and Leonardo Da Vinci, would be considered to have had learning difficulties in the current educational climate.
Adaptive Teaching is key to delivering an effective and inclusive curriculum. All pupils' starting points are considered and activities and work is matched to ensure pupils reach their full potential, whilst supporting the child's learning. Adult support, a range of activities, equipment, scaffolding, questioning and resources can enable children of all abilities to access learning.
Our school will ensure that:
- all children have entitlement to a broad and balanced, enriching curriculum
- all children enjoy an active involvement in Science
- all children have opportunities to experience a broad and balanced range of science activities
- all children have opportunities to learn about science from different times and cultures
- all children will be given equal access to the experience of Science regardless of their gender, race, disability, medical or other needs
- teachers use a variety of approaches that are matched to the activity and the ability of the children.
Research
Research frames our thinking in what we teach and how we deliver it to our children to ensure teaching and learning has maximum impact.
Please see references to the research linked above:
[1] DfE Science programmes of study: key stages 1 and 2 - National Curriculum in England
[2] DfE Development Matters: Non-statutory curriculum guidance for the early years foundation stage
