| According to the National Curriculum, the teaching of | | | | expected to happen and explain it using their |
| science at Keystage 1 and 2 involves offering children | | | | knowledge and understanding. Finally, they will be able |
| opportunities to develop knowledge and understanding | | | | to review their work and be able to explain to others |
| of important scientific ideas, processes and skills and | | | | what they did using the flexibility of computers or |
| relate these to everyday experiences. Children learn | | | | interactive whiteboards, overhead or digital projectors. |
| about ways of thinking, of finding out and | | | | Life Processes and Living Things |
| communicating ideas and they explore values and | | | | Children should be taught the difference between living |
| attitudes through science. | | | | plants and animals and things that have never lived |
| The teaching of science is one area that lends itself to | | | | such as certain rocks and minerals. For example, |
| the use of technology in delivering resources to | | | | animals, including human beings, use their senses to |
| teachers, and for teachers to use in the classroom. | | | | feed, grow and reproduce. Children should relate life |
| The practical aspect of science subjects revolves | | | | processes to plants and animals that live in the local |
| around the ethos of experimentation, testing and | | | | environment. |
| observation and introduces children to the concepts of | | | | They will be able to recognise the main body parts of |
| observation involving all the senses. In addition, the | | | | humans and other animals and that they reproduce |
| introduction of new languages using shapes and | | | | and produce offspring which develop into adults. Pupils |
| patterns, symbols for electrical circuits, chemical | | | | should be able to recognise the main parts of green |
| elements, reactions and physical forces, are often best | | | | plants and that they need light and water to grow. |
| delivered using technical resources such as interactive | | | | They should be able to comment on the variation and |
| whiteboards, overhead and digital projectors. | | | | classification of the different groups of plants and |
| From the teacher's point of view, there are two | | | | animals, with particular emphasis on the local |
| aspects to helping children understand the world | | | | environment and the importance of caring for their |
| around them and the natural processes that are going | | | | local environment. |
| on. Roughly split into practical and theoretical elements | | | | Materials and their Properties |
| of teaching, they show or describe the natural | | | | In this area, children are taught to use their senses to |
| processes that are occurring and explain to children | | | | recognise the similarities and differences between |
| what they are observing, including the theory behind | | | | materials and sort objects into groups on the basis of |
| the process. | | | | simple material properties. They should be able to |
| Key Stage 1 and 2 Science is broken down into four | | | | recognise and name the common types of material |
| main topic areas: scientific enquiry, life processes and | | | | and understand that some of them are found naturally. |
| living things, materials and their properties, and physical | | | | They will also understand how materials can be |
| processes. | | | | changed by heating, bending, squashing, twisting and |
| Scientific Enquiry | | | | stretching. |
| Children are taught the importance of collecting | | | | Physical Processes |
| evidence by making observations and measurements | | | | Children should be able to understand physical |
| when trying to answer a science question. They | | | | processes, such as electricity, forces and motion, and |
| should be taught about planning their investigation and | | | | light and sound. |
| be able to frame their questions (who, what, where, | | | | Pupils should be taught about everyday items that use |
| what happens if?), use first-hand experience and | | | | electricity and make simple circuits using batteries, |
| simple information sources to answer questions. They | | | | wires, bulbs and other components. |
| should think about what might happen before deciding | | | | When studying forces and motion, pupils should find out |
| what to do and to recognise when a test or | | | | about the movement of various common objects and |
| comparison is unfair. | | | | the forces that cause them to move, accelerate, slow |
| When obtaining and presenting evidence, children | | | | down or change direction. |
| should follow simple instructions to keep themselves | | | | And for light and sound, pupils should be able to identify |
| and other users safe in the classroom. They will be | | | | various sources of light, including the sun and that |
| able to make observations using appropriate senses | | | | darkness is the absence of light. They will discover |
| and record accurate observations and measurements. | | | | that there are many kinds and sources of sound, and |
| Throughout, they will be shown the importance of ICT | | | | find out how sound travels away from the source |
| in the recording and presentation of their results, using | | | | getting quieter as it does. They will understand the |
| spreadsheets to record results and build graphs and | | | | sense of sound and its detection through the ear. |
| charts to display data via computers or interactive | | | | In conclusion, today's teachers of science have |
| whiteboards. | | | | technologically advanced assistants in the form of |
| When considering evidence and evaluating it, children | | | | modern touch screen computers, interactive |
| should make comparisons with the data and identify | | | | whiteboards and overhead and digital projectors, all |
| simple patterns and associations. They will be able to | | | | using sight and sound to convey the elements of Key |
| compare what actually happened with what they | | | | Stage 1 and 2 science to children at school. |