Aims for our children
Scientist at Crampton are consistently given the tools and support to develop a working knowledge of the world around them. Children know that their thoughts and ideas are respected while strong subject knowledge in teaching means that misconceptions are addressed and not perpetuated. Through clear and explicit teaching, children are made aware of the skills they are using when working scientifically and – as they move through the school – are able to identify appropriate enquiry methods (ways of experimenting) with increasing confidence.
Teaching
Science is taught weekly and that should include a short – often knowledge based - session and a longer - often more practical - session.
The maximum number of science units per year group is 5 so units are shared comfortably across the academic year with one unit being taught per half-term. Should teachers need to revisit units then “spare” terms are used for this.
Teaching of the science curriculum focuses on the merging two key areas; knowledge and skills.
Knowledge
Teachers have a responsibility to maintain excellent subject knowledge in order to teach a clear and vivid science curriculum. Teachers at Crampton are provided with INSET meetings run by the school subject lead. They are also made aware of opportunities for online CPD where available (reachout CPD is excellent).
Knowledge is taught explicitly using a mixture of exploration, discussion, and enquiry.
Stimuli include an initial question, picture, or object with which children can interact. Teaching science to children should always be seen as a conversation where they are encouraged as much as possible to react to information in front of them.
Why is one of the hardest questions in science and it is rare that a satisfactory answer can truly be given. Because of this, teachers provide children with a range of different question stems in order to open up how they express their curiosity.
Examples of “non-why” question stems to illicit discussion
How will, How did, How long, When did, When will, Where did, Where is, Is there, What will, What did, What if?
Skills for Working Scientifically
In conjunction with science knowledge, children are also exposed to different ways of working scientifically. These methods help them to develop an understanding of the need for different types of enquiry and their suitability within different areas of science.
Sustained shared thinking
The Primary Science Teaching Trust advises that learning in EYFS follows a simple model of Play, Observe and Ask. This succinctly describes how practitioners in Early Years aim to effectively support and nurture our youngest children when learning about the world around them.
This concept provides framework for exploration to take place. Here it is in more detail.
Play
Children are provided with opportunities to play and explore new concepts, sometimes independently and sometimes with a supporting adult.
Observe
Adults Take time to observe children playing independently and listen to their conversations. By doing this they can decide whether the children understand what they are doing and whether they can they explain what they are noticing. Consider whether there is an opportunity to get involved in the play to clarify the learning, extend the narrative or to introduce new vocabulary. To extend the learning, you might want to introduce a problem and work together to solve it
Ask
Adults consider the type of questions that help to develop children’s thinking whilst working alongside them. The EPPE project (https://oxfordshire.org/wp-content/uploads/2020/01/sylva2004EPPEfinal.pdf) found that in the settings where children made most progress, staff engaged in open-ended questioning and provided formative feedback to children during the activities.
Examples of useful questions in EYFS science
Progress in Key Stage 1
During years 1 and 2, pupils are taught to use the following practical scientific methods
During years 3 and 4, pupils are taught to use the following practical scientific skills
During years 5 and 6, pupils are taught to develop skills further as well as being encouraged to take charge of their own practical enquiries