“I have not failed. I’ve just found 10,000 ways that won’t work.” – Thomas Edison.
Science Aims and Objectives
At Manland, our main aim is to foster in our children a sense of excitement and curiosity about science whilst providing a high quality science curriculum that provides the foundations for understanding of the world around them. Working scientifically will underpin the development of scientific knowledge and conceptual understanding, the children’s understanding of the nature, processes and methods of science and the uses and implication of science today and in the future.
The overarching aims for science in our school are to ensure that pupils develop:
- a positive attitude towards science and an awareness of its fascination;
- an understanding of science through a process of enquiry and investigation;
- confidence and competence in scientific knowledge, concepts and skills;
- an ability to reason, predict, think logically and to work systematically and accurately;
- an ability to communicate scientifically;
- an ability to describe processes, scientific concepts and key characteristics using technical terminology accurately and precisely;
- the initiative to work both independently and in co-operation with others;
- the ability and understanding to use and apply science across the curriculum and real life;
- the ability to apply their English and mathematical knowledge to their understanding of science including collecting, presenting and analysing data;
- to work with regard for their own safety and that of others
In Reception science is taught as an integral part of the topic work covered during the year. As the Reception class is part of the Early Years Curriculum, we relate the scientific aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. Science makes a significant contribution to developing a child’s knowledge and understanding of the world, for example through investigating what floats and what sinks when placed in water.
Key Stage 1
This year Reception went to Woodside Farm to observe the difference between animals, plants and living things.
Year 1 visited Tring Museum to sort and classify animals.
At Willows Farm, Year 2 had the chance to explore animal habitats and basic needs.
Lower Key Stage 2
Our principal focus for science teaching in Lower Key Stage 2 is to enable pupils 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, and by beginning to develop their ideas about functions, relationships and interactions.
Upper Key Stage 2
Our principal focus for science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. They encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.
Click on the key links for more detailed year group coverage.
At Manland, opportunities for science learning extend well beyond the classroom. For example, wildlife and gardening clubs, residential and day visits (environmental centre, nature reserves, wildlife parks), science themed week, competitions and national events (Big Schools Birdwatch).
We had an influx of scientists at Manland as children and staff fully embraced our STEM Week. Children were left wondering who all the inspiring scientists, designers and mathematicians were on the blue plaques around the school, as they spent the week researching them and trying to make their own discoveries through Science, Technology, Maths and Engineering activities.
Stars Class took part in a workshop based around the theme of hospitals with the children joining in activities to observe, explore and investigate their bodies and their senses.
Mars class took part in a number of practical sorting, ‘feely bag’ and rubbish eating monster activities, to identify, compare and describe a variety of everyday materials and their physical properties.
In pairs, Saturn Class carried out a number of ‘hands on’ activities to ask and answer a number of scientific questions. What are things made from? Why is one material better for the job than another? How do we decide which material to use?
They found out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting, and stretching, and explored how waterproof different materials were for the Three Little Pigs House.
Using a Newton’s colour wheel that they built themselves, Year 3 proved that white light really is made up of all the colours of the rainbow.
Year 4 enhanced their knowledge of phase changes and states of matter, when they witnessed the unique properties of dry ice and the ‘smoke’ it creates. They learned that dry ice is really frozen carbon dioxide and experienced the Mad Science burp, a display of bubbling potions.
In a stretchy, slimy workshop, Year 5 explored, created and played with giant molecule chains called polymers to discover its many shapes and forms.
The children were engrossed in entomology and the classification of insects. They found out that insects are arthropods and inspected insect specimens. They learned how insects adapt and examined insect defences and habitats.
Trips and visits offer added value to science learning in school and give an extra dimension to the children’s experiences.
Year 1 showed great enjoyment while learning about plants on a trip to Cuffley Camp. After a woodland walk, they created their own artwork using soil paint and natural materials collected from the woodland.
Year 5 had an unforgettable experience at Shortenhills Eco Centre in Amersham. As part of their science topic on living things in their habitats, the children collected and studied creatures from the pond.
Special events and topics linked to learning enhance the children’s experience and enrich their understanding of the world around them.
Reception interest in science was nurtured by the hatching and rearing ducklings.
During National Science and Engineering Week the whole school took part in the Hertfordshire Setpoint challenge, Ripping Reptiles.
Working individually or in pairs and using only one recycled card template, the children set about creating their own reptile. They used the template pieces in any way they desired for legs, wings, tongues, scales or spots.
We also see our school grounds as a wonderful learning resources. Our gardening club have grown a number of prize winning vegetables and flowers and taken part in the Harpenden in Bloom gardening competitions.
Ways to help at home
You could help your child to:
- Investigate and explore the world around them e.g. nature walk
- Observe changes overtime e.g. planting and growing bulbs; seasonal changes, the phases of the moon.
- Look for relationships between cause and effect e.g. cooking, floating and sinking.
- Identify and classify things e.g. sorting leaves according to type
- Carry out simple investigations e.g. Which materials are magnetic?