Science

Science Curriculum

Intent

Central to our science curriculum is the importance of children having a sense of how science is a part of every aspect of their lives.  We will ensure that children understand and make connections between the three areas of Physics, Chemistry and Biology, underpinned by the SDG themes and scientific inquiry. At the heart of our science curriculum is scientific investigation. We want children to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. It will develop their natural curiosity, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence. 

Implementation

The three key elements of Science are Physics, Chemistry and Biology. These three areas should be understood by the children to help them make connections with previous years’ work. Science will be taught in planned and arranged topic blocks. This is a strategy to enable the achievement of a greater depth of knowledge. Each topic will involve problem solving opportunities that allow children to find out for themselves. Children will be encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. Teachers should use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up. This will involve checking prior “sticky” knowledge as well as new concepts. 

Working Scientifically skills will be embedded into lessons to ensure these skills are being developed throughout the children’s school career, and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics. It will involve selecting and using scientific equipment, collating and interpreting results, understanding technical vocabulary and developing their own hypothesis and conclusions based on evidence gathered. 

The learning of vocabulary should be supported through reading as a “Scientist” through the topic. High quality, up-to-date texts should be used to inspire and provide information around each topic. 

The structure of a scientific inquiry should be repeated in each unit to provide the children with a full understanding of the process. The process will be:

 

  1. Learner Engages in Scientifically Oriented Questions – spark curiosity
  2. Learner Gives Priority to Evidence in Responding to Questions
  3. Learner Formulates Explanations from Evidence
  4. Learner Connects Explanations to Scientific Knowledge
  5. Learner Communicates and Justifies Explanations

 

Key Stage 1

 

AUTUMN

SPRING

SUMMER

YEAR 1

AREA OF SCIENCE: Chemistry

FOCUS: Materials 

SCIENTIST: Robert Hooke

AREA OF SCIENCE: Biology

FOCUS: Plants (1) & Animals including humans (1)

SCIENTIST: Botanist - Jagadish Chandra Bose (plants are living things)

AREA OF SCIENCE: Physics

FOCUS: Seasonal Changes

SCIENTIST: Meteorologist -Anders Celsius

YEAR 2

AREA OF SCIENCE: Biology

FOCUS: Living things & habitats

Animals incl. humans (2)

SCIENTIST: David Bellamy

AREA OF SCIENCE: Biology

FOCUS: Plants (2)

SCIENTIST: Alfred Wallace

AREA OF SCIENCE: Chemistry

FOCUS: Materials

SCIENTIST: Inventor - John Dunlop, Charles Macintosh, John McAdam



Lower Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 3

AREA OF SCIENCE: Chemistry

FOCUS: Materials - Rocks  

SCIENTIST: Geologist - James Hutton (Rock cycle) / Meteorologist - William Morris Davis (erosion cycle)

AREA OF SCIENCE: Biology

FOCUS: Plants (3) & Animals incl. humans (3)

SCIENTIST: Dentist - Pierre Fauchard, local chemist - William Owen

AREA OF SCIENCE: Physics

FOCUS: Light (1)

SCIENTIST: Joseph Swan, Physicist - Ibn-al-Haytham

AREA OF SCIENCE: Physics

FOCUS: Forces (1) & Magnets

SCIENTIST: Micheal Faraday, Captain Cladstone Adams, MAry Anderson 

YEAR 4

AREA OF SCIENCE: Chemistry 

FOCUS: Materials - States of Matter

SCIENTIST: Antonine Lavoisier

AREA OF SCIENCE: Biology

FOCUS: Living things & habitats 

Animals incl. humans (4)

SCIENTIST: Naturalists & Animal Behaviourists - David Attenborough, Jane Goodall

AREA OF SCIENCE: Physics

FOCUS: Sound

SCIENTIST: Alexander Graham Bell

AREA OF SCIENCE: Physics

FOCUS: Electricity (1)

SCIENTIST: Nikola Tesla

 

Upper Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 5

AREA OF SCIENCE: Physics

FOCUS: Forces (2)

SCIENTIST: Galileo Galilei, Isaac Newton

AREA OF SCIENCE: Biology

FOCUS: Living things & habitats 

Animals incl. humans (5)

SCIENTIST: Aristotle, Elizabeth Blackburn

AREA OF SCIENCE: Chemistry

FOCUS: Materials - Properties & changes 

SCIENTIST: Chemists – Spencer Silver, Ruth Benerito

AREA OF SCIENCE: Physics

FOCUS: Earth & Space

SCIENTIST: Ptolemy, Alhazen, Copernicus, Stephen Hawking, ZhangHeng

YEAR 6

AREA OF SCIENCE: Physics 

FOCUS:Light (2)

SCIENTIST: Thomas Edison


AREA OF SCIENCE: Physics

FOCUS: Electricity (2)

SCIENTIST: Charles Brush 

AREA OF SCIENCE: Biology

FOCUS: Evolution & Inheritance

SCIENTIST: Palaeontologists – Mary Anning, Charles Darwin, Richard Dawkins, James Watson

AREA OF SCIENCE: Biology

FOCUS: Living things & habitats 

Animals incl. humans (6)

SCIENTIST: Carl Linnaeus, pioneer of classification

 

Impact

Children at Crook Primary School will take part in engaging, high-quality science education that provides them with the foundations for understanding the world. Combining this learning with the environment, both locally and globally through the SDGs, will ensure that children learn through varied and first hand experiences of the world around them and skills to solve problems they see. Through exposure to careers, individuals and companies, children will have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children will be summatively assessed at the end of each year and be deemed to be working at either age related expectations or not. Staff will follow our assessment policy using a range of in class assessment strategies to ensure that children have retained key “sticky” knowledge.

 
  • Science Progression of Skills
    Science Progression of Skills