"Look up at the stars and not down at your feet. Try to make sense of what you see, and wonder about what makes the universe exist. Be curious".
At Compass Point Primary School, we follow the National Curriculum for
Science which provides opportunities for children to work scientifically and
revisit and reinforce skills and concepts taught throughout their primary
education. Science is considered as part of the school’s ‘Enquiry’ lessons
(as are Geography and History) and although they may be taught as
standalone lessons in an afternoon session, they should also be part of
cross curricular learning such as statistics and data, Art and D&T, reading
for information and non-fiction writing.
Children are taught essential aspects of the knowledge, methods,
processes and uses of science to equip them in understanding the world
around us. In building a foundation of knowledge and concepts, children
are encouraged to recognise the power of rational explanation and develop
a sense of excitement and curiosity about natural phenomena. They are
encouraged to understand how science can be used to explain what is
occurring, predict how things will behave, and analyse causes.
The intent of the Science Curriculum at Compass Point is that our students
- Scientific knowledge and understanding through learning which
encourages inquisitive thinking, exploration and questioning.
- Scientific skills progressively to support them in understanding how science
can be used to explain what is occurring, predict how things will behave,
and analyse causes.
- Knowledge and application of scientific vocabulary to describe and explain
science processes and concepts.
- An understanding of what it like to be a scientist by learning from real life scientists
- An understanding of the importance that science plays in the world and how scientists are invaluable for our health and well being as well as links to key innovations.
Children will be taught to think and work scientifcially.
Science within the Foundation Stage is covered in the ‘Understanding the World’ area of the EYFS Curriculum. It is introduced through activities that encourage every child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them.
By the end of Reception. children are expected to reach the Natural World Early Learning Goal:
- Explore the natural world around them, making observations and drawing pictures of animals and plants;
- Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
- Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
During Nursery and Reception we provide both rich learning opportunities as well as enabling environments that stimulate children's scicntific learning.
- Our children will explore creatures, people, plants and objects in their natural environments eg egg hatching, life cycle of butterflies etc...
- They will observe and manipulate objects and materials to identify differences and similarities.
- They will also learn to use their senses to learn more about the world around them.
- They will make observations of animals and plants and explain why some things occur and talk about changes.
- Children will be encouraged to ask questions about why things happen and how things work.
- They might do activities such as increasing the incline of a slope to observe how fast a vehicle travels, or opening a mechanical toy to see how it works.
- Children will also be asked questions about what they think will happen to help them communicate, plan, investigate, record and evaluate findings.
In Years 1 and 2, they learn how to:
- ask simple questions and recognise that they can be answered in different
- perform simple tests
- identify and classify
- observe closely, using simple equipment
- use their observations and ideas to suggest answers to questions
- gather and record data to help in answering questions
In Years 3 and 4, they learn how to:
- ask relevant questions and use different types of scientific enquiries to
- set up simple practical enquiries, comparative and fair tests
- make systematic and careful observations and, where appropriate, take
accurate measurements using standard units, using a range of equipment,
including thermometers and data loggers
- gather, record, classify and present data in a variety of ways to help in
- record findings using simple scientific language, drawings, labelled
diagrams, keys, bar charts, and tables
- report on findings from enquiries, including oral and written explanations,
displays or presentations of results and conclusions
- use results to draw simple conclusions, make predictions for new values,
suggest improvements and raise further questions
- identify differences, similarities or changes related to simple scientific
ideas and processes
- use straightforward scientific evidence to answer questions or to support
In Years 5 and 6, they learn how to:
- plan different types of scientific enquiries to answer questions, including
recognising and controlling variables where necessary
- take measurements, using a range of scientific equipment, with increasing
accuracy and precision
- record data and results of increasing complexity using scientific diagrams
and labels, classification keys, tables, and bar and line graphs
- use test results to make predictions to set up further comparative and fair
- use simple models to describe scientific ideas
- report and present findings from enquiries, including conclusions, causal
relationships and explanations of results, in oral and written forms such as
displays and other presentations
- identify scientific evidence that has been used to support or refute ideas
The Science Enquiry learning environment reflects:
The key vocabulary being used in the learning displayed within the classroom. Materials appropriate and relevant to the scientific area being studied are clearly displayed and available from the beginning of the science unit.
The children’s Science Enquiry books
- Will include scientific diagrams- drawn and labelled in pencil (not pen).
- Will show consistency of methods used across the school; vital in
developing scientific understanding e.g. in use of fair testing.
- Will show how learning has been adapted to meet the needs of different learners
- Will include non-fiction writing in the form of science experiments and
- Will show cross-curricular learning such as maths and Art and D.T.
The approach at Compass Point Primary results in a fun, engaging,
high-quality science education, that provides children with the foundations
and knowledge for understanding the world. All ideas are valued and no
one is afraid to use skills such as predicting and reasoning to help deepen
their scientific understanding. Scientific vocabulary is confidently used by
all. They make links to topics and real-life encounters with hands-on
experiments, including taking informed risks. We aspire for all children to
achieve well, produce good quality work and are ready for the next stage in
Learning is assessed throughout each unit and teachers use our date tracking system to track attainment so they are able to make accurate judgements.
“The more clearly we can focus our attention on the wonders and realities of the universe about us, the less taste we shall have for destruction.”