British Science Week 2022
This year the theme for British Science Week was 'growth'. We took part in various activities across the school which involved us thinking about and looking at growth. We planted beans or cress, looked at plants growing, made slime and calculated the age of a shark.
Best of all, we had some eggs to hatch. 20 eggs arrived in school and all 20 eggs hatched. We had 13 hens and 7 cockerels. It was so much fun to see them hatch and grow over the week and we got to handle the chicks too.
The chicks have all been rehomed to private homes or a local farm.
We had a chick naming competition and 20 lucky winners won an Easter Egg.
British Science Week 2022 - Chicks
Crest STEM Club (Year 4)
We have been running a weekly STEM club for our current Year 4 class. Each week we investigate something new. We have built rafts, bridges, made cheese and taken fingerprints. We are working towards the Crest award and all participants will receive a certificate and badge on completion.
This academic year, we have had 18 children achieve the Crest award.
Science learning and development begins in EYFS as part of the Understanding the World area of learning. Children find out about the natural world through observations and experiences. They look for similarities and differences and investigate natural processes such as the seasons and changing states of matter.
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.
Lower Key Stage 2 (Years 3 and 4)
The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
Upper Key Stage 2 (Years 5 and 6)
The principal focus of science teaching in upper key stage 2 is to enable pupils 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.