Science and Technology

What do we want students to learn?

The science and technology domain of the Primary Years Programme (PYP) encompasses science and its applications. Here, the content is arranged into four main strands: living things, Earth and space, materials and matter and forces and energy.

In living things students inquire into issues related to themselves and their environment, while in Earth and space students extend their inquiry to include the study of planet Earth and its relationship to the universe. The remaining strands, materials and matter and forces and energy, focus on the study of the origins, properties and uses of solids, liquids, gases and energy sources. These strands do not have fixed boundaries; many areas will necessarily overlap with each other and with other disciplines such as mathematics, social studies, and personal and social education (PSE).

Science and technology provides opportunities for students to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to further develop their own ideas.

 

Science and technology can be used to provide explanations and models of behaviour for phenomena and objects around us. It can also be used to investigate the interrelationships between the natural, physical and material worlds. The PYP considers the science and technology curriculum to be driven by skills and concepts rather than content.


 
 

 

 

The science component of the curriculum provides opportunities for students to:
  • observe carefully in order to gather data,
  • use a variety of instruments and tools to measure data accurately,
  • use scientific vocabulary to explain their observations and experiences,
  • identify or generate a question or problem to be explored,
  • plan and carry out systematic investigations, manipulating variables as necessary,
  • make predictions and hypotheses,
  • interpret and evaluate data gathered in order to draw conclusions,
  • consider scientific models and applications (including their limitations),
  • become confident and competent users of ICT in science learning.