CURRICULUM SCIENCE CONTENT
657
Electricity
653
Materials
Environment & Habitat
639-641
Measuring
Forces & Magnets
654-655
Microscopes
649
Recording
650
656
Forces Gardening
642-644
Glassware
661
658-659
Reflection & Light
647-648 646
Space Systems
Health & Nutrition
636-637
Thermometers
Human Body
634-635
Time
668-669 660
Kits
651-652
Weather
645
Laboratory Equipment
662-667
Whiteboards
633
638
Life Cycles
Sequential knowledge There is a strong emphasis on sequential knowledge and children developing specific scientific knowledge and skills in a systematic order. Specific scientific concepts and knowledge have been associated with particular year groups and key stages to ensure progression. Therefore, teachers will need to ensure that children have a good understanding of particular concepts before progressing on to those that build upon these.
Working scientifically The curriculum highlights the need for children to ‘work scientifically’. This requires children to use a range of scientific methods to find out more and to develop their own skills and understanding of scientific processes. Schools need to provide good provisions of support for children using great resources and engaging teaching strategies. So, for example, children need to use a range of measuring equipment to find out more about a particular scientific phenomenon.
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