Science is a big focus at Lingdale Primary. We teach it through practical investigation, which encourages children to think independently and to work successfully and collaboratively in teams.
Our aim is to raise the profile of Science within school. We have lots of plans for 2020-2021!
Previous years plans & outcomes (2019)
-We are taking some of our KS2 children to the ‘Bring it on’ event at the Beacon of Light, Sunderland on Wednesday 9th October 2019. Bring It On aims to inspire, educate and motivate young people to explore science, technology, engineering and maths (STEM) as their future career, by showcasing just how exciting STEM can be! Find our more at www.bringitonne.co.uk
*UPDATE* Lingdale primary pupils won first place at the Bring it on Science event with their well designed under water grabber- well done!
-We have scientists coming into school for British Science Week on Tuesday 10th March 2019. They will take over our classrooms and carry out some awe inspiring practical experiments with our pupils- how exciting!
-Mrs Springgay plans to set up at STEM Meccano club for KS2- see photographs below.
-We will be purchasing lots of new science equipment for each class to help make practical lessons more ‘hands on’.
Years 5 & 6 STEM trip- 9th October 2019
Lunch time Meccano club for years 5 & 6
Free Science games and activities to try at home:
How science is taught at Lingdale Primary
Key Stage 1- Years 1 and 2
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- 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 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.
‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.
Pupils should read, spell and pronounce scientific vocabulary correctly.