- Develop a sense of excitement and curiosity about natural phenomena.
- Understand how science can be used to explain what is occurring, predict how things will behave and analyse causes
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- Develop understanding of the nature, processes, methods of science through different types of science enquiries to help them answer questions about the world around them
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and in the future
- Develop a bank of scientific vocabulary that can be used to explain their thinking effectively
- Experience science through different contexts that are engaging, contextual and appropriate for their age group
- Are secure in the knowledge and skills they have learnt to ensure that they can make effective progress in future learning.
Science in the Early Years Foundation Stage
Within the Early Years Foundation Stage, Science is delivered through the area of Understanding the World: The Natural World. The children work towards the Early Learning Goals as set out in the EYFS through continuous provision and adult-directed activities
Children develop crucial knowledge, skills and understanding that help them to make sense of the world; these form the foundation for Science in KS1.
Science is introduced indirectly through activities that encourage children to explore, problem solve, observe, predict, think, make decisions and talk about the world around them.
Early Years science also helps children with skills in other Foundation Stage areas of the national curriculum, such as physical development and creative development. Children in FS2 explore creatures, people, plants, the seasons, weather and nature. They observe and manipulate objects and materials to identify differences and similarities through our investigation areas. Children also learn to use their senses and the vocabulary to describe them, we ask questions about why things happen and how things work, encouraging children to communicate, plan, investigate, record and evaluate findings.
- asking simple questions and recognising that they can be answered in different ways
- observing closely, using simple equipment
- performing simple tests
- identifying and classifying
- using their observations and ideas to suggest answers to questions
- gathering and recording data to help in answering questions.
- asking relevant questions and using different types of scientific enquiries to answer them
- setting up simple practical enquiries, comparative and fair tests
- making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
- gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
- recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
- reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
- identifying differences, similarities or changes related to simple scientific ideas and processes
- using straightforward scientific evidence to answer questions or to support their findings.
- planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
- recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- using test results to make predictions to set up further comparative and fair tests
- 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- identifying scientific evidence that has been used to support or refute ideas or arguments.