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Science overview

Year Group Autumn Term Spring Term Summer term

R.

Can we fix it?

Exploring range of materials

Who has feathers and who has fur?

Body parts – owls, humans linked to… Senses - exploring

How does your garden grow?

Plants: Growing and caring for them

  1.  

Which materials could the Three Little Pigs use to build their house?

Sorting and classifying materials and the use of everyday materials Season: Autumn/ Winter

Why are humans not like tigers?

Differences and similarities between different animals. Seasons: Spring

What grows in our garden?

Identifying plants Evergreen and deciduous trees Seasons: Summer

  1.  

Are you attractive enough?

Magnetism

Who would live in house like this?

Animal Variation, habitats and food chains

How did that blossom become an apple?

Plants – seeds/bulbs, need water/light/temp to grow and stay healthy

  1.  

How do the parts of a plant work?

Plants –function of parts, requirements for growth, investigate way water is transported, life cycle of flowering plant

How do we stay alive?

Human Body – skeleton, muscles Basic needs for survival, nutrition, digestion, exercise and hygiene

What makes the Earth angry?

Rocks and Soils 

How do we see and hear the world?

Light and Sound

  1.  

What happens when we heat something up or cool something down?

States of matter – solids/ liquids/gases, temperature change, water cycle

What happens if the electricity goes off?

Electricity (circuit building) and alternative energy forms

Who’s walking in our woods?

Animal habitats and Classification

  1.  

Would you like to live on the moon?  

Space and Light

Can you feel the force?

Air Resistance, water Resistance Friction, Gears, Pulleys, Levers and Springs

Does it all start with an egg?

Life cycles of plants and animals/Birth, growth, development, and reproduction Changes to humans over time

  1.  

How do we light up the world?

Electricity  

Could you be the next CSI investigator?

Changes in materials- filtering, dissolving, reversible and irreversible changes. Evaporation and condensation  

What makes us unique?

Classification, Evolution and Inheritance

Rationale

‘Children are naturally curious. Science at primary school should nurture this curiosity and allow them to ask questions and develop the skills they need to answer those questions.’ Wellcome Trust

Science in our own words

In Science at Carlton Hill Primary School, we aim to foster curiosity in all children and give them the confidence and skills to better understand their place in the world and how they can make the world a better place. Our method is simple, we ask questions of the world around us… and answer these questions by doing. We believe that all children should have equal access and opportunity to experience the awe and wonder that science can reveal.

How is our science curriculum organised?

All our learning starts with a key scientific question which then leads to an immersive practical investigation and ends with a considered conclusion that can be supported with results and evidence. This three part method of question, investigation and conclusion, is evident both in the design of an individual lesson, as well as in the design of a six week unit of learning which would start with a big scientific questions, for example How do we stay alive?, then over a series of lessons perform investigations and finally end with a conclusion that draws together all the learning from that unit. We aim to firmly embed this curiosity-lead scientific process so our pupils develop the ability to think critically and creatively, analyse situations and suggest courses of action, plan and carry out inquiries as well as reflect and draw conclusions for the future.

This scientific method threads throughout Science learning in school, building in complexity through the progressive and specific skills within asking questions, investigating, concluding and evaluating. For example, under investigating, in Year One and Two children are taught to perform simple tests and observe closely, using simple equipment, which progresses in Year Three and Four to making systematic and careful observations and recording findings using simple scientific language and is then extended in Year Five and Six to taking measurements, using a range of scientific equipment with increasing accuracy and recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables as well as scatter, bar and line graphs. The progressive development of these skills from year group to year group is fundamental to and underpins all the learning and teaching at Carlton Hill.

The content of our Science Long Term Plan is based around the units laid out in the National Curriculum, which have been organised at Carlton Hill, where possible, to build on previous knowledge and learning, for example the progression of understanding of Botany from Reception’s unit Where does your garden grow? to Year One’s What grows in our garden? To Year Two’s How did that blossom become an apple?

What is the impact of our science curriculum?

The impact of our Science curriculum is assessed in a variety of ways. 

1. Knowledge. At the start of a unit children are given an opportunity to show off their current understanding of the unit through practical investigation, for example using a whiteboard, whiteboard pen and playdoh to show how the Sun, Earth and Moon interact. The investigations encompass all the areas of learning to be covered in that unit. These practical investigations are then revisited at the end of the unit to show progress in understanding and knowledge.

2. Skills. During a unit, scientific skills are explicitly taught, and children are given the opportunity to acquire and embed them. In order to assess pupil’s use of these skills, children are then given the opportunity to use and apply this skill independently in a variety of investigations.

3. Pupil voice and book look. The Science Coordinator meets with pupils to look at and celebrate recorded work in books and discuss their experience of teaching and learning in science. 

4. Planning review and teacher feedback. The Science Coordinator routinely reviews planning and meets teachers to discuss their experience of teaching and learning in science and provide feedback on evidence in books, pupil voice and planning. This is a critical dialogue about successes, areas for development and identifying how best to support teachers with ideas, resources or CPD.

What are the inspirations for our science curriculum?

Our curriculum draws on the work of Andrew Berry, an outstanding primary science leader who manages the KCC Environmental Science Centre at Horton Kirby and is Primary Science Advisor for the Kent Advisory Service. 

What do our pupils have to say about Science?

When simply asked what is science? Year Two pupils said:

‘In Science we find things out.’

‘We try and answer people’s questions.’

‘We describe things, sort things, ask questions, learn facts and find out information.’

Progression of knowledge and skills

 
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