Science at St Nicholas

The Science curriculum will:

Along with English and maths, science remains one of the main core subjects in primary school. It can be one of the most exciting and practical subjects and, as a result, is a real joy for teachers and pupils. Children love the chance to learn through being totally hands-on and finding things out for themselves — the perfect way to understand the world around them. A positive primary science experience is also key to encouraging future generations to not only study this at secondary school, but also potentially to follow it as a career.

The National Curriculum for Science is not just content for the children to learn but is also designed for the children to develop their skills for working scientifically. These skills include planning investigations, asking relevant questions, recording results, performing observations, performing tests, and using secondary sources to help answer other questions.

Early Years Foundation Stage (EYFS)

In the EYFS, science is included within the Understanding the World area of learning. As with other learning in Reception, your child will mainly learn about science through games and play – which objects float and sink during water play, for example. Activities such as these will help your child to develop important skills such as observations, predictions and critical thinking.

Key Stage 1

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

Key Stage 2

In Year 3 and 4, children should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and finding ways of improving what they have already done. They should also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

In Year 5 and 6, the to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

How can I support my child in science?

1. Be interested

Find out their termly topics (most schools will provide this information each term, or you can always ask their teacher) and take an interest — find relevant books in the library or bookshop, do some research, brush up your own knowledge about the topic! Then you can have interesting conversations where you are both learning at the same time.

2. Take a trip

Why not take a trip to a science museum, a zoo or an aquarium? These don’t necessarily need to be completely related to what they are learning about at school. Any visit can help their curiosity and engagement with science generally.

3. Make it personal

Find out about famous scientists and research unique and exciting inventions up to and including the present day. Who knows, you may have the next Stephen Hawking or Marie Curie at home!

4. Get hands-on

Look up fun, practical science experiments you can do at home with everyday objects.

For example:

· Ask ‘What happens when you mix food colouring in milk?’ Then add washing up liquid and watch what happens.

· Why not try making your own mini exploding volcano? Just add bicarbonate of soda, food colouring, washing up liquid and vinegar. Then stand back and watch the eruption!

· Cooking is also a great opportunity to mix ingredients, add heat and examine changing states.

· Try exploring changing states with ice and water to begin to see those changes that can be reversed and those that can’t.

· A real favourite would have to be ‘gloop’ — use water and cornflour (add food colouring too if needed) to explore solids and liquids. Just be prepared to get messy!

· Of course, there are also some wonderful science kits available to buy to push your scientists further – making crystals, rockets and even bouncy balls.

Anything where they can be hands-on and see the science happen in front of their eyes is guaranteed to be get them interested.

Further support and useful weblinks

The National Curriculum for science

BBC Bitesize 

The Science Museum for information, games etc

The Children’s University of Manchester Science pages

The Royal Institute’s annual Christmas lectures make science real for children and are available online, along with lots of other educational goodies

The National Geographic Kids 

Further information: