Science is essentially a way of thinking and

working.
It must include:

• The development of Basic Skills.

• The fostering of positive attitudes.

• The development of scientific concepts.

The really practical guide to Primary Science (1996)– Stanley Thornes – L Avon.
Good Science education is evident where children
are:
• Involved in practical investigations which build
upon their previous experiences and interests.
• Developing the skills of hypothesising, observing,
classifying, measuring, recording and inferring.
• Cooperating with others in planning, investigating
and communicating.
• Gaining scientific knowledge and understanding.

• Reflecting on their work.

• Taking responsibility for investigations.
• Responding to stimuli provided for them.
• Relating their work to the real world.
• Demonstrating attitudes such as self-discipline,
curiosity, perseverance and open mindedness.
The framework of National Curriculum
Science
National Curriculum science is described
through five programs o study (PoS):
Foundation Science and Science 1,2,3 and 4.
These set out what pupils should be taught.
The attainment targets (Ats) set out the
expected standards of pupil’s performance
at six levels (1,2,3,4,5 and 6)
Ten principles for a scheme of work

• Breadth
• Balance
• Relevance
• Differentiation
• Equal opportunities
• Continuity
• Progression
• Links across the curriculum
• Teaching methods
• Assessment
 Ten principles for a scheme of
Breadth work
Balance:
All pupils should be introduced to the
Question: How well All… should achieve a balance
main concepts from the whole range of am I covering the
between the acquisition of scientific
science…and to a range of skills and main areas of
science? knowledge and the practice of
processes.
scientific method.
In the past, early Science has been
The PoS outline the requirements of
approached with the emphasis on nature Question: am I
both the process and the content.
study and many children have not had providing a
balance of the Science 1 contains details of the skill
the necessary introduction to the
necessary skills development the contexts in which
“physics” aspect. The programmes of and fostering the
children can practise the skills
study for key stages 1 and 2 provide a development of
them in the necessary as children progress through
framework for the concepts and skills but
appropriate the key stages. Science 2, 3 an 4
it is essential that we review the present contexts?
provide the context in which children
practice in our own classrooms.
can practise the skills.
Relevance:
Science education should draw
Differentiation
extensively on the everyday
Question:
experiences of the children.
How do I ensure The intellectual and
relevance now? practical demands…
Children do not learn in “isolated
should be suited to the
pockets”. By starting from their own
abilities of the pupils… for
interests and experiences we can
all pupils.
ensure that their learning is
Question:
appropriate to their stage of
How do I cater for Within any class there are
development. The children will also the most and least
feel a sense of ownership of the able, and also for the children working at

programme of work; for example, a majority of my several different levels. It

children? is necessary that we
topic on toys which stems form the
children discussing their own toys and address this when
investigating how they work will allow planning specific activities
them to experience Science 4 in a within a topic and ensure
way which will seem more relevant to that all levels are catered
them. for.
Equal opportunities

Continuity
…should give genuinely equal Question:
How does my
curricular opportunities…actively
present science Increasingly important…to
seek ways of exciting the interest of programme provide
build on foundations already
science for all?
girls.

We need to know which

Science must be equally accessible Question:
What curricular áreas the children have
to all children irrespective of their links d I have now covered previously and this
gender, ethnic background and with other clases /
departments? has implications for the links
intellectual ability. To deny children
formed with other clases,
the chance to realize their full
departments and schools.
potential deprives the community of
many valuable skills and resources.
 Links across the curriculum
Progression
Question: Should link science… with the
development of their language and
Courses should be designed In what ways can I mathematical competence.
to give progressively deeper ensure that I am
building on previous It is difficult to envisage science without
understanding and greater work? measurement or without communication,
competence. and it provides a vehicle for children to
Question: practise mathematical, technological and
How can I use Science language skills. Many Science topics also
Revisiting areas must never as a vehicle for other provide a fórum in which to address
areas of the cross-curricular themes, skills and
entail repetition of what has curriculum? dimensions.
gone before. Each visit will
normally be at higher level,
will demanda deeper
understanding of knowledge
and a more sophisticated
use of the necessary
Teaching methods

Science is a discipline which

Assessment
proposes an active Question
investigation. They offer first How can I organise
Progress should be assessed in
hand opportunities to my classroom and
ways which allow all pupils to
acquire and practice the skills my teaching style
show what they can do, rather
outlined in Science. It should to ensure that
what they cannot.
be taught in a way which children learn
emphasises practical, productively?
Assessment helps us to plan the
investigative and problem
next steps in children's learning
solving activities.
Question: and should be seen as part of
their ongoing activity within the
Children learn most
How can I ensure classroom. Assessment activities
productively when they are
that I have the should be incorporated
actively involved in practical
opportunity to In the teaching programme and
investigations. They will only
assess my children? not simply be and end-of-topic
develop the skills outlined in
activity.
Science 1 if we provide the
opportunities for first hand
experiential learning. Thishas
obvious implications for th
eway in which we organise
the learning environment.
By using these ten principles and addressing the questions in
the light of current practice it will be possible to highlight the
areas of greatest concern and develop an action plan suitable
for your children and your school. In forming an action plan
which will lead to the development of a working scheme, you
will need to address what to teach, how and when to teach it
and ways in which to record the outcomes. It is important to
recognise that this is a whole school issue and that although
ultimately one person or group of people will take on the
responsibility of putting the scheme together, any discussions
on the formulation of the scheme must include all members of
staff.

In separate infant and junior schools there must be liaison to

ensure that we are building on previous experience.
 Skills
Key Skills Thinking Skills
Process Skills Investigative
Skills
Communication Information
Observation
Number application processing skills
Raising Questions Planning
Information technology Reasoning
Hypothesizing
Working with others Enquiring
Predicting Obtaining and
Improving own learning and Creative thinking
Planning presenting evidence
performance Evaluating
Interpreting
Problem solving
Communicating Considering evidence
and evaluating