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Darrick Wood Junior School

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Science

We believe that science should stimulate and excite our pupils’ curiosity about phenomena and events in the world around them. It should make them eager to ‘find answers,’ by experimenting and seeking new knowledge.  Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely.

 

At Darrick Wood Junior, children enjoy science at many levels. Some are excited by the practical nature of the subject, indeed we strive to make scientific enquiry an ever larger part of the children’s experience. Others have a thirst to find out about the world, about how things work, why things happen and to this end we encourage individual research.

 

We see science as a predominantly ‘doing’ subject, and aim to strike an appropriate balance between the practical experience of experimentation, and the necessity to carefully record observations and draw conclusions. Working scientifically is more than just fair testing. The framework in the new National Curriculum comprises five possible approaches:

Observing changes over time:  What happens to my bean seeds after I plant them?
Looking for naturally-occurring patterns and relationships: Do beans curl clockwise or anti-clockwise as they grow?
Identifying and classifying things:  There were 12 different types of beans in the market in France! What were they?
Researching using secondary sources: Gardeners say that growing beans is good for the soil. I wonder why they say that?
Comparative and fair testing: Does it make any difference if I put fertiliser on the beans when they are growing?

 

 

Increasingly, Science is organised into cross-curricular themes throughout the twelve terms at the Junior School.  Details of what is covered in each Year Group can be found in the attached documents.

 

We make full use of ICT, e.g. to carry out research, take readings using sensors, record results and draw graphs.

 

We use a locally rich and diverse environment as much as possible in the study of many different topics, such as habitats, plant and animal life and the study of soil types.

Science Week

Science Week 1
Science Week 2
Science Week 3

To understand the difference between transparent and translucent materials

To understand the difference between transparent and translucent materials 1
To understand the difference between transparent and translucent materials 2
To understand the difference between transparent and translucent materials 3
To understand the difference between transparent and translucent materials 4
To understand the difference between transparent and translucent materials 5

How do we know air is all around us?

How do we know air is all around us? 1
How do we know air is all around us? 2
How do we know air is all around us? 3
How do we know air is all around us? 4
How do we know air is all around us? 5

Does air weigh anything?

Does air weigh anything? 1
Does air weigh anything? 2
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