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Infant School

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Science

‘Curiosity is Key’

Children are curious learners who take appropriate risks in exploring practical solutions to problems.  Extending their knowledge and understanding of the world around them prepares for a life in an increasingly scientific and technological global society.

Science Around School. Look at our fantastic work and displays that show what we get up to in Science at Carrington Infant School!

Enjoy exploring these websites dedicated to Science! 

What are we learning about in Science this year? Look at our Science Overview to find out.

Science

In Key Stage 1 the science curriculum aims to be as practical as possible. It is taught as a stand-alone subject with as many cross curricular links being made as possible. This is a development from the EYFS when the children learn about their world in many practical, play situations. The children learn about how to work scientifically including asking and answering questions, observing, using simple scientific equipment, identifying and classifying and gathering data. They also learn about plants, animals (including humans), materials and seasonal changes.

 

"The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos."  (Department for Education, Science Programmes of Study, 2013)

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