Science

Science is one of the greatest collective endeavours of humanity: it significantly impacts our understanding of our bodies and those of animals, the environment, our world and the universe. Scientists need to be inquisitive and resilient in order to pose questions, test hypotheses and present new information to the world. At Hexton JMI, we aim  to provide a practical, enjoyable and meaningful science curriculum to our pupils that not only fosters a love of learning but develops pupils’ ability to think critically and reason about how the world world works.

Pupils’ scientific knowledge and understanding are developed through:

* plants;

* animals, including humans;

* everyday materials;

* living things and their habitats;

* seasonal changes;

* states of matter, including rocks;

* light and sound;

* earth and space;

* electricity;

 * forces and magnets.

 

In Key Stage 1, we teach the following skills so pupils learn to work scientifically:

* asking simple questions and recognising that they can be answered in different ways;

* observing closely, using simple equipment;#

* performing simple tests;

* identifying and classifying;

* using their observations and ideas to suggest answers to questions;

 

In Key Stage 2, we teach the following skills so pupils learn to work scientifically:

* asking relevant questions and using different types of scientific enquiries to answer them;

* setting up simple practical enquiries, comparative and fair tests;

*making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers;

* gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables;

* reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions;

* using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions;

* identifying differences, similarities or changes related to simple scientific ideas and processes;

* using straightforward scientific evidence to answer questions or to support their findings.