These types of scientific enquiry should include: observing over time pattern seeking identifying, classifying and grouping comparative and fair testing (controlled investigations) and researching using secondary sources. The notes and guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. It should not be taught as a separate strand. ‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. The nature, processes and methods of science The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. They should build up an extended specialist vocabulary. 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. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. The programmes of study describe a sequence of knowledge and concepts. Scientific knowledge and conceptual understanding are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.The national curriculum for science aims to ensure that all pupils: They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.
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