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. 

Spiritual education in Science involves the search for meaning and purpose in natural and physical phenomena. It is the wonder about what is special about life, an awe at 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 and aesthetically appreciate its wonders including for example the enormity of space and the beauty of natural objects or phenomenon. At Biddick Primary School children demonstrate spiritual awareness by; reflecting on experiments; respectfully exploring the idea of evolution; asking questions and planning fair tests; exploring and understanding the world and discussing the importance of Scientists and their pioneering discoveries.Moral education in Science 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. When considering the environment the use of further natural resources and its effect on future generations is an important moral consideration. At Biddick Primary School, our Scientists demonstrate moral awareness by; evaluating experiments and using their evidence to support further findings; planning fair tests; expressing their views honestly, yet respectfully; discussing pioneering female Scientists and their posthumous awards and evaluating the impact of experiments in the wider world.

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, our Scientists (aged from 3 to 57 years) demonstrate social awareness through; group practical work which provides opportunities for pupils to develop team working skills and to take responsibility; taking responsibility for their own and other people’s safety when undertaking practical work and considering the benefits and drawbacks of scientific and technological developments.

Cultural education in Science involves thinking of scientific discoveries as much of a part of our culture as great music and films. Throughout the curriculum, in all year groups, children are introduced to pioneering Scientists and their discoveries. In addition to local, regional and national discoveries, credit is given to scientific discoveries of other cultures. Science is also seen as a contemporary activity and developments are made all over the modern world. It is therefore an activity undertaken by a wide range of men and women in many different cultures both now and in the past. The interdependence of the world in environmental issues is central to science. Scientists at Biddick Primary School demonstrate cultural awareness by; opening their mind to new ideas; learning about a range of successful Scientists from a wide variety of cultures; utilising the local environment to observe, draw conclusions and conduct experiments; asking questions to see out answers; having a zero tolerance attitude towards discrimination and identifying what a Scientist by ‘look like’ in a range of cultures. We are Scientists at Biddick Primary School.

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.