Science at OLM

Foundation Stage Science at OLM

The science curriculum at OLM in the foundation stage, is taught through the main area of ‘Understanding of the world’. Science is taught cross-curricularly, as part of a thematic approach where children are fully immersed in their learning. Links  are made to their CLPE text so is cross curricular. e.g ‘Croc and the Bird’ (animals, life cycles. The continuous provision in class supports science learning. They also make use of Ogden and PLAN resources. Children are guided to make sense of their physical world and their community through opportunities to explore, question, observe and find out about the world around them. They develop scientific knowledge through daily play-based activities. By engaging in out of school visits, meeting important members of society, and listening to a broad selection of stories, non-fiction, rhymes and poems, children develop their understanding of their diverse world. Scientific teaching and learning give children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Enriching and widening of vocabulary supports further scientific understanding in Key Stage 1. 

 Key Stage 1 Science at OLM

The principal focus of science teaching in Key Stage 1 is to enable children to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. Children are encouraged to be curious and to ask questions about what they notice. They will develop their understanding of scientific ideas by following a range of scientific enquiries to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying, carrying out simple comparative tests and carrying out research. They will begin to use simple scientific language to talk about what they have found out, and will communicate their ideas to a range of audiences in a variety of ways. Children will be taught to read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge. Science is taught through first-hand practical experiences and is supported by appropriate secondary sources, such as books, photographs and videos.

The following resources are primarily utilised to teach science in KS1:-Ogden (scientific enquiry);Explorify (discussion, oracy, hook) ;PLAN ( medium term planning and vocabulary) and TAPs

 Key Stage 2 Science at OLM

During key stage 2, the discrete science curriculum provides opportunities for children to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments. Children’s curiosity is nurtured as they increasingly ask questions about what they observe and begin to make 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, carrying out simple comparative and fair tests and carrying out independent research. Children will be encouraged to draw simple conclusions and to use scientific language to explain what they discover.  Years 3-5 use Haringey Education Partnership (HEP) science resources  Scope, sequencing, coherence and rigour are the four key principles that underpin the Haringey Primary Science curriculum. These principles ensure the curriculum is accessible for all children and maximises their progression. At its core, science curriculum prioritises pupils’ comprehension and application of scientific concepts, so they can use them to make sense of the modern world. Units have been sequenced based on the most effective connections between topics. 

In upper Key Stage 2, children begin to encounter more abstract ideas and to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas and understanding change and develop over time as knowledge and understanding evolves. Children are taught to work systematically, increasingly selecting their own questions to investigate as they become more confident at understanding which scientific enquiries are likely to be the best way of answering them. They draw increasingly complex conclusions based on their findings and use scientific language to explain and justify what they understand.  Year 6 continue to utilise OGDEN, Explorify, PAN and TAPs and will move to HEP when materials become available