Within the Curriculum, SESE is presented under three subject headings: history, geography and science. Each of these has a distinctive role to play in enabling the child to explore and understand the natural, social, human, cultural and built environments in which s/he lives.
The aims of science education are:
- To develop knowledge and understanding of scientific and technological concepts through the exploration of human, natural and physical aspects of the environment.
- To develop a scientific approach to problem solving which emphasises understanding and constructive thinking.
- To encourage the child to explore, develop, and apply scientific ideas and concepts and making activities.
- To foster the child’s natural curiosity, so encouraging independent enquiry and creative action.
- To help the child to appreciate the contribution of science and technology to the social, economic, cultural and other dimensions of society.
- To encourage the child to behave responsibly to protect, improve and cherish the environment and to become involved in the identification, discussion, resolution and avoidance of environmental problems and so promote sustainable development.
- The enable the child to communicate ideas, present work and report findings using a variety of media.
The science curriculum should enable the child to:
- Develop an interest in and curiosity about the world through the exploration and study of living and non-living things.
- Develop a knowledge and understanding of scientific ideas through study of living things and the environments in which they live, energy and forces, materials and processes of change.
- Observe, ask questions, discern patterns, hypothesise, plan, experiment, design, make, measure, discuss, analyse and evaluate results and so develop a scientific approach to problem-solving.
- Develop and apply constructive thinking in scientific investigations.
- Understand the application of some basic scientific ideas and concepts in everyday situations.
- Apply and use scientific knowledge, skills and resources in designing and making tasks
- Explore and appreciate the influence that scientific and technological developments have on societies, lifestyles, economic activities and the environment
- Communicate and record observations, evidence and results of experiments and investigations using a variety of oral, written and graphical forms and other media
- Explore the environmental repercussions of human actions on physical, natural and human environments
- Understand the interdependence of a wide variety of living things and their environments, recognise the importance of conserving habitats and environments, and begin to understand that all life now and in the future depends on the sustainable development of the planet.
- Become actively involved in the discussion, exploration and resolution of environmental issues
- Understand and apply a safety code in scientific and technological investigations and activities.
Designing and Making
This is an important component of the Science curriculum and provides pupils with the opportunity to use their inventive and aesthetic abilities to make models and artifacts. Children’s involvement in designing and planning should awaken an interest in how scientific processes are applied to everyday situations and how common tools, gadgets, appliances and machines work. The skills of exploring, planning, designing and making enable children to apply their scientific knowledge and understanding to devising a solution to a problem, carrying it out on a practical level and evaluating the result. The process of designing and making draws on the whole curriculum and will be developed in association with and through visual arts, science and mathematics.
Assessment in Science
The assessment of children’s progress and learning is an essential and on-going part of the teaching and learning process. Assessment in science is concerned with the children’s mastery of knowledge and understanding of the strands of the programme and the development of skills and attitudes. Assessment will be a continuous process and will be part of the normal teaching and learning situations.
The following are the assessment tools, which will be used in the school:
- Teacher observation
- Teacher-designed tasks and tests
- Concept mapping
- Work samples and projects
- Curriculum profiles
Every effort should be made to ensure that practical Science lessons are planned and carried out with the health and safety of the pupils in mind. Teachers should instruct the pupils in the safe handling of equipment and in the proper care for school equipment and resources. Science, especially the designing and making component, will often involve craft-handling skills such as cutting, joining, fastening etc. and will require careful supervision at all times.
Materials and Resources for Science
- 4 Propagators
- Mini-Skeleton on Stand
- 4 Pooters
- 3 Bug Viewers
- Set of 5 Magnifying Glasses
- Large Dual Magnifying Glass
Energy and Forces
- Electricity Set containing bulbs, sockets, batteries, wire strippers, screwdrivers, fuse wire and connectors.
- Pack of plastic two-sided mirrors containing mirrors of different shapes and sizes and including 4 concave/convex mirrors.
- 60° prism & 45°prism.
- Magnetism kit containing bar magnets, disc magnets, long magnets and magnetic balls.
- 2 large horseshoe magnets.
- Set of 8 metal discs.
- 2×20 bags of magnetic balls.
- 2 large classroom thermometers.
- Set of measuring spoons
- Set of measuring cups.
- Set of measuring beakers.
Teacher Resource Books
- All about Seeds
- All about Magnets
- All about Electricity
- Five Senses Activity Pack
- Hands-on – Electricity and Magnets
- Hands-on – Sound and Light
- Hands- on – Matter and Materials
- Hands-on – Forces and Motion
- Posters – A frog story, a chicken story and a butterfly story
- Large Format – Human Anatomy
- Large Format – Botany
- Large Format – Physical Science
- Large Format – Animal Kingdom
NB. All the above resources will be stored in the Science Trolley in the school storeroom. All materials, books and resources should be returned to the relevant section of the trolley after use. Teachers should report any damaged, faulty or missing equipment to the Science co-ordinator.