The benefits of learning about science for young children are enormous, not only does the subject help to explain how the world works but it develops in pupils important skills for life such as: questioning, perseverance, problem-solving and research. As such science starts in the primary school within a broad, integrated curriculum that encourages enquiry in a growth mind-set culture.
Science stimulates and excites pupils’ curiosity about phenomena and events in the world. Through science, pupils understand how major scientific ideas contribute to technological change – impacting on industry, business and medicine and improving the quality of life. It can spark in children’s minds that they, too, may one day be capable of creating solutions to solve the world’s big problems.
* To recognise that scientific knowledge is developing at a rapid rate and to maintain a balance of breadth and depth of knowledge and understanding, including making use of the latest technology.
* To learn to question and discuss science based issues that may affect their own lives, the direction of society and the future of the world.
* To ensure that children acquire the appropriate knowledge and understanding of the world to enable them to operate effectively and to make sensible decisions about science related issues that affect all our lives.
* To provide all children with scientific vocabulary to communicate their scientific knowledge.
* To involve children in carrying out simple investigations; raising questions, making observations and measurements, testing ideas fairly, finding evidence or investigating scientific phenomena.
* To enable children to seek patterns, evaluate results and draw conclusions about how things work.
* To enable children to identify problems or challenges and to suggest possible solutions having identified scientific concepts.
* To promote independent thinking whilst at the same time making science more interesting, enjoyable and relevant to children’s everyday lives.
* To enable children to participate in ‘hands on’ scientific activities in which knowledge is externalised into actions, which are then observed and reflected upon.
* To recognise that there may be hazards with material, physical processes and in living things.
* To assess risks and take action to reduce risks to themselves and others.