Our Vision (Intent)

At St Augustine’s it is our aim that through the teaching and learning of science children will become enthusiastic and inspired scientists. They will have the opportunity to ask questions and find answers to those questions about the world around them, using scientific vocabulary to talk about their work. To have experience of practical, hands on science both inside and outside the classroom using a range of scientific equipment.

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundation knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. – The National Curriculum 2014

Working Scientifically

Working scientifically is a key component of the science national curriculum. At St Augustine’s we teach this through our units of work, which are based on a question led approach to our science teaching and learning, covering the five main aspects of scientific enquiry. Which are; observing over time, identifying and classifying - sorting, research, pattern seeking – survey, comparative testing – fair testing.

Foundation Stage

Understanding the World

Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment

The World

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Key stage One - Year 1 and 2

• 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 

• Lower key Stage Two - Year 3 and 4
• 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

Upper Key Stage 2 - Year 5 and 6

•  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 a 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

What's been going on in Science across school this term?