At Tidemill Academy, we emphasis scientific enquiry more than any other area of scientific study. We want pupils to ask questions and find the answers for themselves. We also want to challenge their findings-to see if what they have discovered is always or only sometimes true. In doing this, we are encouraging pupils to become even more inquisitive about the world around them.
In order to present their findings, pupils have to be able to use and apply the skills introduced in Maths. They need, for example, to read intervals on a number line so they can compare the value of data on a graph. This is one of many more examples where the knowledge and skills gained in one area of the curriculum deepens their understanding in another.
During Key Stage 1 pupils observe, explore and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables.
During Key Stage 2 pupils learn about a wider range of living things, materials and phenomena. They begin to make links between ideas and to explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They begin to think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, and communicate ideas using a wide range of scientific language, conventional diagrams, charts and graphs.
Department for Education 2011