Dear Parents and Guardians,

Welcome to the first Science newsletter of the year. Encouraging children to observe the world around them broadens their minds to so many possibilities. As I always say: “Science is all around us. Science is everywhere!” Indeed, there certainly has been a lot of Science taking place this half term in school. We always help the children make links between science in everyday life and the focus of our Science lessons.  Read on to learn about our recent Science Stars.

5-6B

Clay: Participating eagerly in our lesson and applying new knowledge and scientific vocabulary to investigate electrical circuits. Principles 1, 2, 4, 6.

Ethan T: Correctly identifying circuit symbols using our Memory Test Game and Symbol Challenges to help you learn and apply your knowledge in electrical circuits. Principles 4, 6.

Harrison L: Identifying the differences between push and open-gate switches in circuits. Super effort! Principles 4, 6.

Poppy: A super electrician in the making! Finding faults and repairing circuits. Making links with your learning to everyday life.  Principles 4, 6, 8

Grace E: Answering questions about how to make your Bulb Brightness investigation a fair test. Using scientific vocabulary. Principles 5, 6

Lola D-W: Explaining your Bulb Brightness investigation results and starting to draw a conclusion in your completed written Science Report. Principles 5, 6

Tia: Improving your written investigation report and drawing accurate conclusions. Principles 5, 6

5-6R

Mason: Participating eagerly in our lesson and applying new knowledge and scientific vocabulary to create electrical circuits and explain why changes had happened. Principles 1, 2, 4, 6.

Callum: Accurately drawing circuit symbols in electrical circuit diagrams. Principles 4, 6.

Olivia: A fully qualified electrician! Identifying faults and completing repairs to enable circuits to function. Linking science to everyday life. Principles 4, 6, 8

Harman: Investigating why a switch couldn’t control your circuit; testing various bulbs and wires to find a solution. Principles 4, 6.

Harrison: Interpreting your Bulb Brightness investigation results and drawing a conclusion. You explained why scientists repeat investigations. Principles 5, 6

Holly: Answering questions about how to make your Bulb Brightness investigation a fair test. By adding one battery at a time, we can see any changes in the light. Principle 5, 6

Sienna: Challenging yourself to apply my advice with ways of improving your written investigation report. Principles 5, 6

5-6D

Lacie T: A detailed explanation of circuits and electricity.  

Jack B: Accurate drawings of circuit diagrams. 

William: For using scientific vocabulary when writing a science investigation.  

Isabella: A fantastic explanation of how circuits work.

Xavi: For asking interesting and probing questions during our science investigation.  

3-4O

Ruby: Making links between our ‘Proud to Be’ day and her learning about light in Science.

Freya: Clear explanation about how light is reflected.

Ava: Using reflection to write messages and being able to explain how and why she could read the messages written.

Tobias: Being able to explain that when you close your eyes your pupil gets bigger and it gets smaller when you open them to reduce the amount of light that enters your eye.

Charlie: Brilliant explanation of how shadows move.

3-4C

Mason: For enthusiasm and thinking scientifically when considering what light and dark are.

Annamarie: For being organised and working brilliantly as a team when investigating. 

George:  For offering well thought out conclusions following an investigation.

Josh: For making well thought out predictions, giving reasons using scientific vocabulary. 

3-4M

William: Developing great identifying and classifying skills.

Liam: A great explanation of the results from our investigation of reflective materials. 

Lily: Thinking scientifically when exploring mirrors. 

Willow: A brilliant prediction from our shadow investigation. 

2W

The whole of 2W: for carefully planting seeds following our agreed method. 

Daisy-Rose: for trying her absolute hardest when completing our investigation write-up. 

Charlie: for asking inquisitive questions whilst completing our tree hunt. 

Lucas: for excellent thoughts when observing changes over time. 

Harry B: for working well with his team to discuss how seeds are dispersed in different ways. 

2B

Balraj: Amazing vocabulary, using the word 'germinating' when discussing the life cycle of a plant. 

Cole: Amazing naming and understanding of plants we eat. 

Daniel: Brilliant investigation skills when looking at what plants need. 

Maddison: Superb description of the life cycle of a sunflower.

Matthew: Fantastic understanding of the parts of a plant. 

1C

Shania: Lots of knowledge about our five senses and using accurate vocabulary. 

Raymond: Very neat presentation of work – labelling body parts. 

Ekhum: Contributing ideas about signs of Autumn. 

Elizabeth: Sharing a magazine from home all about Autumn. 

1J

Abel: For naming some of the organs of the body and being able to say what they do.

Bonnie: For naming the five senses.

Samuel: For labelling the parts of the body.

Phoebe: For being able to say which sense matches what body part.

RC

We went on an Autumn walk and spotted different signs of Autumn.

Isla: For sharing her observations of seeds and growth.

Joseph P: For describing the colours of Autumn leaves.

RP

We went on an Autumn walk and spotted different signs of Autumn.

Elliot C: For being able to explain why leaves change colour in Autumn.

Archie: For talking about what animals eat during Autumn. 

Fingers crossed for dry and sunny skies during Half Term. Why not take the chance to spot signs of autumnal Science whist you’re out and about?

Every Child Is Born a Scientist ... it's our duty to foster that wonder and enthusiasm so it remains with them.

Yours sincerely

Philippa Woodley

Science Lead

Article 29 - Your education should help you use and develop your talents and abilities.

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