At this current point in time, the United Kingdom is facing a shortage of citizens who take up a career in STEM related subjects (Science, Technology, Engineering and Maths). This is a national crisis. At Biddick Primary School we are tackling this crisis head on, deconstructing the stereotype that all Scientists are males in white lab coats. At the start of the academic year all children, across EYFS, KS1 and KS2 discuss what a Scientist actually looks like. Female, male, young, old, rich, poor, tall and small! The end result encourages children to see themselves and their teachers as Scientists. At Biddick Primary School we celebrate the awe and wonder about life and the scale of living things from the smallest micro organism to the largest tree and the interdependence of all living things and materials of the Earth. It concerns the emotional drive to know more and to wonder about the world. Science at Biddick Primary School encourages pupils to become increasingly curious, to develop open mindedness to the suggestions of others and to make judgements on evidence, not prejudice. Students realise that moral dilemmas are often involved in scientific developments. 

Recording of Scientific evidence in Early Years Foundation Stage:

  • Comments and photographs in observation books, linked to Knowledge and Understanding of the World.
  • Children's drawings and annotations.

 

Recording of Scientific evidence in Key Stage One:

Y1:

  • Evidence of experiments led by a class teacher
  • Inserts in the school Science 'Chatter Book'
  • Photographs
  • Children's explanations, drawings and annotations
  • Comparison tables (with two columns)
  • Simple bar charts
  • Evidence of a prediction 

Y2:

  • Evidence of experiments as part of a small group
  • Inserts in the school Science 'Chatter Book'
  • Photographs
  • Children's explanations, drawings and annotations
  • Comparison tables 
  • Simple bar charts
  • Labelled diagrams 
  • Written Scientific Reports, with:
    • A prediction
    • Results
    • A conclusion

 Science is Teacher Assessed in Key Stage One, using daily formative, topic based diagnostic and summative assessment at the end of a topic. 

 

Recording of Scientific evidence in Key Stage Two:

Y3:

  • Evidence of experiments as part of a class and in a small group.
  • Inserts in the school Science 'Chatter Book'
  • Photographs
  • Children's drawings
  • Comparison tables
  • Simple bar charts
  • Labelled diagrams
  • Written Scientific Reports, with:
    • A prediction
    • Identification of what has changed in the experiment and what has stayed the same
    • Results
    • A conclusion 

Y4:

  • Evidence of oral reports on findings
  • Evidence of adult and child planned experiments as part of a class and small group
  • Photographs
  • Children's drawings
  • Labelled tables
  • Labelled bar charts
  • Written Scientific Reports, with:
    • A prediction
    • Identification of what has changed in the experiment and what has stayed the same
    • Results
    • A conclusion
    • An evaluation of the experiment

 Y5:

  • Evidence of children planning fair experiments, in addition to adult led
  • Evidence of oral reports on findings
  • Photographs
  • Inserts in the school Science 'Chatter Book'
  • Drawings
  • Labelled tables
  • Labelled bar charts
  • Labelled diagrams
  • Written Scientific Reports, with:
    •  A prediction
    • Identification of the IV (independent variable) and DV (dependent variable) in all reports
    • A method statement
    • Results
    • A conclusion
    • An evaluation of the experiment
    • Comments and evaluation of similar experiments

 Y6:

  • Evidence of children planning fair experiments
  • Evidence of oral reports on findings
  • Photographs
  • Inserts in the school Science 'Chatter Book'
  • Explanations as to why controlling variables are important
  • Drawings
  • Labelled tables
  • Labelled bar charts
  • Labelled diagrams
  • Labelled line graphs
  • Written Scientific Reports, with:
    •  A prediction
    • Identification of the IV (independent variable) and DV (dependent variable) in all reports
    • A method statement
    • Results
    • A conclusion
    • An evaluation of the experiment
    • Repeated results
    • Comments and evaluation of similar experiments  

Science is Teacher Assessed in Key Stage Two, using daily formative, topic based diagnostic and summative assessment at the end of a topic.