St Mary’s Episcopal Primary School
Science
Including advice on
Planning
Learning and Teaching
Curriculum Content
Skills Development
Assessment
Eight Year Overview
and
Medium Term Planning Format
Rationale
Science is a dynamic subject where new discoveries and developments influence the curriculum. Scotland has a long tradition of
being at the forefront of innovations.
Therefore whilst this programme of study includes specific curricular content it must also be used flexibly and adapted in response to
developments, topical investigations, new research, and pupils’ interests.
Science offers much scope for cross curricular links and suggestions for these are included in the lesson overviews.
Science Education promotes the development of the four capacities in our young people –Successful Learners, Confident
Individuals, Responsible Citizens and effective Contributors.
The programme of study in Science is based on the underling principles and science outcomes of Curriculum for Excellence and all
staff must be familiar with the information contained in the Curriculum for Excellence folder as well as the Learning and Teaching
Scotland website.
The broad aim of the science programme is to provide the children with a curriculum which promotes an interest in and enthusiasm
for science and develops their knowledge understanding and skills in:
 Planet Earth
 Forces, electricity and waves
 Biological systems
 Materials
 Topical science.
In the Early Stages –Nursery to Primary Three Science will be taught as a main area of study or “Context” over a block of time or as
an aspect of another context for learning. The school’s commitment to ECO issues and promotion of pupil’s interest in sustainability,
biodiversity and taking responsibility for local and global environmental issues give rich contexts for developing skills and
understanding in science.
In Primary Four to Seven science lessons will be part of the weekly programme as well as part of the whole school’s promotion of
ECO awareness. Cross curricular links will also be encouraged whenever appropriate and relevant.
This approach is designed to ensure a broad balanced programme is in place which allows progression through the outcomes over
time but allows us to be responsive to areas of interest locally and globally.
The delivery of the programme also needs to take account of the need for progression whilst being responsive to the interests and
abilities of each cohort of pupils.
Purpose of learning in the sciences [ taken from Curriculum Guidelines]
Children and young people participating in the experiences and outcomes in the sciences will:
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develop a curiosity and understanding of their environment and their place in the living, material and physical world
demonstrate a secure knowledge and understanding of the big ideas and concepts of the sciences
develop skills for learning, life and work
develop skills of scientific inquiry and investigation using practical techniques
develop skills in the accurate use of scientific language, formulae and equations
recognise the role of creativity and inventiveness in the development of the sciences
apply safety measures and take necessary actions to control risk and hazards
recognise the impact the sciences make on their lives, the lives of others, the environment and on society
develop an understanding of the Earth’s resources and the need for responsible use of them
express opinions and make decisions on social, moral, ethical, economic and environmental issues based upon sound
understanding
develop as scientifically literate citizens with a lifelong interest in the sciences
establish the foundation for more advanced learning and, for some, future careers in the sciences and the technologies.
Learning and teaching approaches in science.
In science as in other areas of the curriculum learning should be purposeful and engaging.
Learning will be most effective in science when it promotes children natural enthusiasm for learning, is relevant and encourages then
to be curious- asking questions and seeking answers.
In science effective learning and teaching will use a range of approaches; [Curriculum for Excellence]
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active learning and planned, purposeful play
development of problem solving skills and analytical thinking skills
development of scientific practical investigation and inquiry
use of relevant contexts, familiar to young people’s experiences
appropriate and effective use of technology, real materials and living things
building on the principles of Assessment is for Learning
collaborative learning and independent thinking
emphasis on children explaining their understanding of concepts, informed discussion and communication.
Through involvement in a wide range of open-ended experiences, challenges and investigations, including those related to the
applications of science in areas such as engineering, medicine and forensics, children and young people develop skills of critical
thinking and appreciate the key role of the scientific process both in generating new knowledge and in applying this to addressing the
needs of society.
Planning for Learning in Science
An overview of areas of study in science is in place to ensure that all pupils experience progression in their learning from Nursery to
P7. This programme covers all the experiences and outcomes of the Early, First and Second stages of Curriculum for Excellence in
Science. The agreed planning format should be used and stored electronically in the appropriate folder in staff share.
At the start of each new topic teachers must take time to establish prior knowledge and establish key questions or areas for
investigation. Levels of existing knowledge may vary considerably from pupil to pupil and teachers should be aware that some of our
pupils may, because of home learning activities, have considerable prior knowledge of some subjects. Teachers must ensure that
appropriate differentiation is in place to ensure all pupils are supported and challenged in their learning.
Development of skills in science
Development of skills for science and skills for life should be planned for as part of the planning cycle. It is important that young
people are aware of and take responsibility for the development and enhancement of skills. The document Sciences: Principles and
Practice contains advice on how to plan for progression in the skills of scientific investigations, inquiry and analytical thinking.
Areas of skills development given below are taken from Curriculum for Excellence documents.
Inquiry and investigative skills
Through experimenting and carrying out practical scientific investigations and other research to solve problems and challenges,
children and young people:
 ask questions or hypothesise
 plan and design procedures and experiments
 select appropriate samples, equipment and other resources
 carry out experiments
 use practical analytical techniques
 observe, collect, measure and record evidence, taking account of safety and controlling risk and hazards
 present, analyse and interpret data to draw conclusions
 review and evaluate results to identify limitations and improvements
 present and report on findings
The main approaches to science inquiry are:
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observing and exploring – careful observation of how something behaves, looking for changes over time and exploring ‘what
happens if...?’ and ‘how could I...?’ questions
classifying – through identifying key characteristics
fair testing – through identifying all possible variables and then changing only one while controlling all others
finding an association – linking two variables to determine relationships.
Children and young people develop a range of analytical thinking skills in order to make sense of scientific evidence and concepts.
This involves them:
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being open to new ideas and linking and applying learning
thinking creatively and critically
developing skills of reasoning to provide explanations and evaluations supported by evidence or justifications
making predictions, generalisations and deductions
drawing conclusions based on reliable scientific evidence.
Children and young people develop as scientifically literate citizens with a lifelong interest in science by:
 developing scientific values and respect for living things and the environment
 assessing risk and benefit of science applications
 making informed personal decisions and choices
 expressing opinions and showing respect for others’ views
 developing informed social, moral and ethical views of scientific, economic and environmental issues
 developing self-awareness through reflecting on the impact, significance and cultural importance of science and its
applications to society
 demonstrating honesty in collecting and presenting scientific information/data and showing respect for evidence
 being able to read and understand essential points from sources of information including media reports
 discussing and debating scientific ideas and issues
 reflecting critically on information included or omitted from sources/reports including consideration of limitations of data.
The experiences and outcomes clearly indicate opportunities for developing these skills and attributes.
Assessment in Science.
Assessment in science will focus on young people’s knowledge and understanding of the areas of investigation. It will also focus on
how well the skill indicated above and in Curriculum for Excellence exemplification are being developed. There will also be an
expectation that assessment of all skills relating to being successful learners, confident individuals, responsible citizens and effective
contributors will be part of ongoing assessment in order to inform next steps in learning across all areas.
Approaches to assessment should identify the extent to which children and young people can apply these skills in their learning and
their daily lives and in preparing for the world of work. For example:
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How well do they contribute to investigations and experiments?
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Are they developing the capacity to engage with and complete tasks and assignments?
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To what extent do they recognise the impact the sciences make on their lives, on the lives of others, on the environment and
on society?
Progression in knowledge and understanding can be demonstrated, for example, through children and young people:
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providing more detailed descriptions and explanations of increasingly complex scientific contexts and concepts
using a wider range of scientific language, formulae and equations
presenting, analysing and interpreting more complex evidence to draw conclusions and make sense of scientific ideas.
They will demonstrate their progress through investigations, inquiries and challenges, and through how well they apply scientific skills
in increasingly complex learning situations. For example, investigations and inquiries will become more evaluative, deal with an
increasing range and complexity of variables, and involve collecting and analysing increasingly complex information.
Information relating to learning in science should form part of each pupil’s individual learning log.
Overview of science programme of study
September/
November
January/ February
March/
May/
October
/December
April
June
The nursery curriculum is planned in response to the interests of the children and will incorporate elements of the science outcomes in each annual
programme. The nursery makes very good use of the outdoor classroom and encourages an investigative approach to all learning.
Forces & Energy
Biodiversity in the
Body Cells and
sources in the context
context of Eco Topic
systems in context of
of Toys
Health
Body Cells and
Space-The Earth,
Biodiversity in the
systems in the context
Moon and stars
context of creatures of
of Senses
the planet
Processes of the planet
Electricity/ light
Food chains
in the context of
Plants
weather
Inheritance of
characteristics
Body cells and
Processes of the planet
Energy sources
Chemical reaction
Scottish inventors in the context of Scotland a
systems –skeleton and
linked to Rivers and
Link to Fair Trade 1st
including states of
nation of invaders and emigrants
main systems
mountains in SS
and 3rd world energy
matter
consumption
Properties of
substances.
Germs viruses and
Space [planets ]
Forces –friction
Electricity
Biodiversity and interdependence in the context
disease
magnetism
SCN1-09a
of Rainforests
Body systems and
Endangered speciesForces-SCN 2-08a
Fuel sources in
Topical science –
Forces –floating ,
potential problems
Inheritance adaptation
Scotland –fossil to
inventions and their
sinking and buoyancy
and the effects of
renewable
impact including fair
developments on
tests
ecosystems
Micro organisms
Communication –
Properties and
Electricity-circuits and
Chemical
Features of the solar
breaking down
sound, light and
substances
batteriesSCN2-09a10a
changesCSN2 18&19
system
materials
waves. SCN1-11a
SCN2-15&16
to2.11b
August
Nursery
Year One
Year Two
Year Three
Year Four
Year Five
Year Six
Year Seven
In Nursery to Year Three Topical science will be in the context of other areas. In Years Four to Seven the programme will include opportunities to discuss
current scientific issues and reflect upon developments over time.
The grid above is intended to ensure that we have a broad balanced curriculum and that scientific knowledge and understanding is developed over the eight/ nine
years of nursery and primary school. Planning must also take account of the development of skills for individuals and groups of pupils.
Plans should be on the agreed medium term planning format and stored in staffshare.