The Science Curriculum comprises Life Sciences (Biology), Chemistry and Physics at a level appropriate to each age group. A specialist laboratory is available for teaching and, whenever possible, pupils are directed to enjoy practical activities in the Airthrie garden.
In common with other subjects, the curriculum is based on the requirements of the National Curriculum and utilises the skills of specialist subject teachers.
Airthrie Science Curriculum
Working scientifically is a thread that runs throughout the curriculum and Science is taught through relevant practical activities to encourage scientific thinking and enhance scientific knowledge. Topics and areas studied may be repeated so that pupils develop a secure understanding of each key block of knowledge and concept in order to progress to the next stage, however, the lesson objectives will vary.
KEY STAGE 1
During Years 1 and 2 pupils are taught to use the following practical scientific methods, processes and skills through the teaching of each programme of study:
KEY STAGE 2
Pupils in Years 3-6 are given a range of scientific experiences to enable them to raise their own questions about the world around them. They start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions, recognise when a simple fair test is necessary and help to decide how to set it up, talk about criteria for grouping, sorting and classifying and use simple keys. They look for naturally occurring patterns and relationships and decide what data to collect to identify them. They make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.
They learn how to use new equipment appropriately. They collect data from their own observations and measurements, using notes, tables and standard units, and help to make decisions about how to record and analyse this data. Pupils look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. They identify new questions arising from the data, make predictions for new values within or beyond the data they have collected and find ways of improving what they have done already. They also recognise when and how secondary sources might help them to answer questions that cannot be answered through practical investigations. Pupils use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different topics.
Each year group follow their own programme of study, each topic building upon previous experiences to enhance progress.