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Science

The 5 Drivers for the Science Curriculum:

  • Resilience
  • Diversity
  • Respect
  • Compassion
  • Innovation

 

  1. Curriculum Statement

Intent:
The 2014 national curriculum for science aims to ensure that all pupils:
● develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
● develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
● are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.

 

The Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes which provide compassion for the subject. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards identified phase ‘end points’ in accordance with NC expectations. Key skills are also mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills end points which are in accordance with the Working Scientifically skills expectations of the national curriculum. The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences; using equipment, conducting experiments, building arguments and explaining concepts confidently. As well as this, they are resilient in how they approach scientific enquiry and realise the importance of having to have fair testing and at times experiments may have to be repeated and can go wrong. The children have opportunities to be innovative in their approach through having opportunities to plan their own investigations. The school’s approach to science takes account of the school’s own context, ensuring access to people with specialist expertise and places of scientific interest as part of the school’s commitment to learning outside the classroom. Cross curricular opportunities are also identified, mapped and planned to ensure contextual relevance. Children are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a whole school ethos and a varied science curriculum that takes into account the diversity of the world in which we live.

 

Implementation:
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;

● Existing knowledge is checked at the beginning of each topic through: the use of Knowledge Organisers, topic vocabulary cover, as part of the KWL strategy (What I know, What I would like to Know and What I have Learned) and prior knowledge quizzes. This ensures that teaching is informed by the children’s starting points and that it takes account of pupil voice, incorporating children’s interests.

Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion.
● We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
● Working Scientifically skills are embedded into lessons to ensure that skills are systematically 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.
● Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
● Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
● Regular events, such as Science Week or project days, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve the wider community.
● At the end of each topic, key knowledge is revised using Knowledge Organisers and reviewed by the children and rigorously checked by the teacher and consolidated through end of topic assessments.

 

Impact:

The successful approach at Hawthorn Tree School results in a fun, engaging, high-quality science education, that provides children with the foundations and knowledge for understanding the world. Our engagement with the local environment ensures that children learn through varied and first-hand experiences of the world around them. Frequent, continuous and progressive learning outside the classroom is embedded throughout the science curriculum. Through various workshops, trips and interactions with experts, children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science, as a result of our community links and connection with national agencies including the STEM association.

We want our children to understand natural phenomena. It aims to stimulate a child’s curiosity in finding out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate creative thought. Children learn to ask scientific questions and begin to appreciate the way science will affect their future on a personal, national, and global level.  By learning new concepts and developing intellectual and practical skills which will allow them to explore and investigate the world of Science around them and which will eventually, as they mature, give them access to further areas of knowledge.

 

 

Year

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 

 

1

 

Seasons

 

 

Seasons (continued)

 

 

Materials

 

Plants

 

Animals

 

Animals including humans

(Our Bodies)

 

 

2

 

Animals Inc. Humans

 

 

 

Animals Inc. Humans Cont.

 

Materials

 

Materials

 

Plants

 

Living Things and their Habitats

 

 

3

 

Forces

 

 

 

 

 

Light and Shadow

 

 

 

Animals Inc. Humans- The Body (Nutrition)

 

Animals Inc. Humans- The Body (Moving and Growing)

 

Plants

 

Rocks and Soils

 

 

4

 

Living Things

 

 

Electricity

 

States of Matter

 

Sound

 

Animals Inc. Humans

 

 

 

Animals Inc. Humans (Continued)

 

 

5

 

Properties and Changes in Materials

 

Forces

 

 

Earth and Space

 

 

 

Living Things and their habitats

 

 

Animals Inc. Humans- Growth

 

 

Properties and Changes in Materials (Continued)

 

 

6

 

Light

 

 

 

Electricity

 

Animals Inc. Humans- Circulatory System

 

 

Animals Inc. Humans (Continued)

 

Living Things – Micro-organisms

 

 

Evolution

Hawthorn Tree Primary Science Manual – Coverage of Primary Science

 

 

Biology

Chemistry

Physics

 

 

Plants

 

 

Animals, including humans

 

 

Living things and habitats

 

 

Evolution and Inheritance

 

 

Rocks

 

 

Everyday Materials

 

 

Properties and Changing States

 

 

States of Matter

 

 

Light

 

 

Sound

 

 

Forces and Magnets

 

 

Seasonal Changes

 

 

Earth and Space

 

 

Electricity

 

Year 1

X

X

 

 

 

X

 

 

 

 

 

X

 

 

Year 2

X

X

X

 

 

X

 

 

 

 

 

 

 

 

Year 3

X

X

 

 

X

 

 

 

X

 

X

 

 

 

Year 4

 

X

X

 

 

 

 

X

 

X

 

 

 

X

Year 5

 

X

X

 

 

 

X

 

 

 

X

 

X

 

Year 6

 

X

X

X

 

 

 

 

X

 

 

 

 

X

Science Coverage Key Stage 1 and Key Stage 2

 

 

 

 

 

 

National Curriculum Science Skills Progress (Primary Science) – Hawthorn Tree Primary School

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Working Scientifically

 

 

Asking Questions

 

Pupils should be taught to:

  • ask simple questions and recognise that they can be answered in different ways

 

Pupils should be taught to:

  • ask relevant questions and use different types of scientific enquiries to answer them
  • set up simple practical enquiries, comparative and fair tests

Pupils should be taught to:

  • plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

 

Measuring and Recording

 

Pupils should be taught to:

  • observe closely, using simple equipment
  • perform simple tests
  • gather and record data to help in answering questions

 

Pupils should be taught to:

  • make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • gather, record, classify and present data in a variety of ways to help in answering questions

 

Pupils should be taught to:

  • take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

 

 

Concluding

 

Pupils should be taught to:

  • identify and classify
  • use their observations and ideas to suggest answers to questions

 

Pupils should be taught to:

  • identify differences, similarities or changes related to simple scientific ideas and processes
  • report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • use straightforward scientific evidence to answer questions or to support their findings

 

Pupils should be taught to:

  • identify scientific evidence that has been used to support or refute ideas or arguments
  • report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

 

 

Evaluating

 

 

Pupils should be taught to:

  • use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

 

Pupils should be taught to:

  • use test results to make predictions to set up further comparative and fair tests

 

 

Plants

Pupils should be taught to:

  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • identify and describe the basic structure of a variety of common flowering plants, including trees

 

Pupils should be taught to:

  • observe and describe how seeds and bulbs grow into mature plants
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

 

Pupils should be taught to:

  • identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
  • investigate the way in which water is transported within plants
  • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

 

 

 

 

Animals

Including Humans

Pupils should be taught to:

  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

 

Pupils should be taught to:

  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

 

Pupils should be taught to:

  • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  • identify that humans and some other animals have skeletons and muscles for support, protection and movement

 

Pupils should be taught to:

  • describe the simple functions of the basic parts of the digestive system in humans  identify the different types of teeth in humans and their simple functions
  • construct and interpret a variety of food chains, identifying producers, predators and prey

 

Pupils should be taught to:

  • describe the changes as humans develop to old age

 

Pupils should be taught to:

  • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
  • describe the ways in which nutrients and water are transported within animals, including humans

 

Living Things and Habitats

 

Pupils should be taught to:

  • explore and compare the difference between things that are living, dead, and things that have never been alive
  • identify that most living things live in habitats to which they are suited and describe how different habitats provide the basic needs of different kinds of animals and plants, and how they depend on each other
  • identify and name a variety of plants and animals in their habitats, including micro-habitats
  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

 

 

Pupils should be taught to:

  • recognise that living things can be grouped in a variety of ways
  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • recognise that environments can change and that this can sometimes pose dangers to living things

 

Pupils should be taught to:

  • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • describe the life process of reproduction in some plants and animals

 

Pupils should be taught to:

  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • give reasons for classifying plants and animals based on specific characteristics

 

Evolution and Inheritance

Pupils should be taught to:

  • recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

 

Rocks

Pupils should be taught to:

  • Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
  • Describe in simple terms how fossils are formed when living things that have lived are trapped within the rock
  • Recognise that soils are made from rocks and organic matter

 

Everyday Materials

Everyday Materials

Pupils should be taught to:

  • distinguish between an object and the material from which it is made
  • identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
  • describe the simple physical properties of a variety of everyday materials
  • compare and group together a variety of everyday materials on the basis of their simple physical properties

 

Uses of Everyday Materials

Pupils should be taught to:

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

 

 

Properties and Changing of Materials

Pupils should be taught to:

  • compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
  • know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
  • use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
  • give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • demonstrate that dissolving, mixing and changes of state are reversible changes
  • explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

 

 

States of Matter

Pupils should be taught to:

  • compare and group materials together, according to whether they are solids, liquids or gases
  • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

 

Light

Pupils should be taught to:

  • recognise that they need light in order to see things and that the dark is the absence of light
  • notice that light is reflected from surfaces
  • recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • recognise that shadows are formed when the light from a light source is blocked by a solid object
  • find patterns in the way that the size of shadows changes

 

Pupils should be taught to:

  • recognise that light appears to travel in straight lines
  • use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  • explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
  • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

 

Sound

Pupils should be taught to:

  • identify how sounds are made, associating some of them with something vibrating
  • recognise that vibrations from sounds travel through a medium to the ear
  • find patterns between the pitch of a sound and features of the object that produced it
  • find patterns between the volume of a sound and the strength of the vibrations that produced it
  • recognise that sounds get fainter as the distance from the sound source increases

 

Forces and Magnets

Pupils should be taught to:

  • compare how things move on different surfaces
  • notice that some forces need contact between two objects, but magnetic forces can act at a distance
  • observe how magnets attract or repel each other and attract some materials and not others
  • compare and group together a variety of everyday materials on the basis on whether they are attracted to a magnet, and identify some magnetic materials
  • describe magnets as having two poles
  • predict whether two magnets will attract or repel each other, depending on which poles are facing

 

 

Pupils should be taught to:

  • explain that unsupported objects fall towards the Earth because of the force of gravity act-ing between the Earth and the falling object
  • identify the effects of air resistance, water resistance and friction, that act between moving surfaces
  • recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

 

 

Seasonal Changes

Pupils should be taught to:

  • observe changes across the four seasons
  • observe and describe weather associated with the seasons and how day length varies

 

Earth and Space

Pupils should be taught to:

  • describe the movement of the Earth, and other planets, relative to the Sun
  • describe the movement of the Moon relative to the Earth
  • describe the Sun, Earth and Moon as approximately spherical bodies
  • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

 

Electricity

Pupils should be taught to:

  • identify common appliances that run on electricity
  • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
  • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
  • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
  • recognise some common conductors and insulators, and associate metals with being good conductors

 

 

Pupils should be taught to:

  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
  • use recognised symbols when representing a simple circuit in a diagram

 

Progression of Scientific Vocabulary

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Plants

Leaf, flower, blossom, petal, fruit, berry, root, seed, trunk, branch, stem, bark, stalk, bud

 

Same as Year 1 plus: light, shade, sun, warm, cool, water, grow, healthy

 

Photosynthesis, pollen, insect/wind pollination, seed formation, seed dispersal – wind dispersal, animal dispersal, water dispersal

 

 

 

Animals

Including Humans

Head, body, eyes, ears, mouth, teeth, leg, tail, wing, claw, fin, scales, feathers, fur, beak, paws, hooves

Senses, touch, see, smell, taste, hear, fingers (skin), eyes, nose, ear and tongue

 

Offspring, reproduction, growth, child, young/old stages (examples - chick/hen, baby/child/adult, caterpillar/butterfly), exercise, heartbeat, breathing, hygiene, germs, disease, food types (examples – meat, fish, vegetables, bread, rice, pasta)

Nutrition, nutrients, carbohydrates, sugars, protein, vitamins, minerals, fibre, fat, water, skeleton, bones, muscles, support, protect, move, skull, ribs, spine, muscles, joints

 

Digestive system, digestion, mouth, teeth, saliva, oesophagus, stomach, small intestine, nutrients, large intestine, rectum, anus, teeth, incisor, canine, molar, premolars, herbivore, carnivore, omnivore, producer, predator, prey, food chain

Puberty: the vocabulary to describe sexual characteristics

 

Heart, pulse, rate, pumps, blood, blood vessels, transported, lungs, oxygen, carbon dioxide, nutrients, water, muscles, cycle, circulatory system, diet, exercise, drugs and lifestyle

Living Things and Habitats

 

Living, dead, never been alive, suited, suitable, basic needs, food, food chain, shelter, move, feed, names of local habitats e.g. pond, woodland etc., names of micro-habitats e.g. under logs, in bushes etc.

 

Classification, classification keys, environment, habitat, human impact, positive, negative, migrate, hibernate

Life cycle, reproduce, sexual, sperm, fertilises, egg, live young, metamorphosis, asexual, plantlets, runners, bulbs, cuttings

Vertebrates, fish, amphibians, reptiles, birds, mammals, invertebrates, insects, spiders, snails, worms, flowering and non-flowering

Evolution and Inheritance

 

 

 

 

 

Offspring, sexual reproduction, vary, characteristics, suited, adapted, environment, inherited, species, fossils

Rocks

 

 

Rock, stone, pebble, boulder, grain, crystals, layers, hard, soft, texture, absorb water, soil, fossil, marble, chalk, granite, sandstone, slate, soil, peat, sandy/chalk/clay soil

 

 

 

Everyday Materials

Object, material, wood, plastic, glass, metal, water, rock, brick, paper, fabric, elastic, foil, card/cardboard, rubber, wool, clay, hard, soft, stretchy, stiff, bendy, floppy, waterproof, absorbent, breaks/tears, rough, smooth, shiny, dull, see through, not see through

 

Names of materials – increased range from year 1

Properties of materials - as for year 1 plus opaque, transparent and translucent, reflective, non-reflective, flexible, rigid

Shape, push/pushing, pull/puling, twist/twisting, and squash/squashing. Bend/bending, stretch/stretching

 

 

 

 

Properties and Changing of Materials

 

 

 

 

Thermal/electrical insulator/conductor, change of state, mixture, dissolve, solution, soluble, insoluble, filter, sieve reversible/non-reversible change, burning, rusting, new material

 

 

States of Matter

 

 

 

Solid, liquid, gas, state change, melting, freezing, melting point, boiling point, evaporation, temperature, water cycle

 

 

Light

 

 

Light, light source, dark, absence of light, transparent, translucent, opaque, shiny, matt, surface, shadow, reflect, mirror, sunlight, dangerous

 

 

As for year 3 plus straight lines, light rays.

 

Sound

 

 

 

Sound, source, vibrate, vibration, travel, pitch (high, low), volume, faint, loud, insulation

 

 

Forces and Magnets

 

 

Force, push, pull, twist, contact force, non-contact force, magnetic force, magnet, strength, bar magnet, ring magnet, button magnet, horseshoe magnet, attract, repel, magnetic material, metal, iron, steel, poles, north pole, south pole

 

Force, gravity, Earth, air resistance, water resistance, friction, mechanisms, simple machines, levers, pulleys, gears

 

Seasonal Changes

Weather (sunny, rainy, windy, snowy etc.), seasons (Winter, Summer, Spring, Autumn), sun, sunrise, sunset, day length

 

 

 

 

 

Earth and Space

 

 

 

 

Earth, Sun, Moon, (Mercury, Jupiter, Saturn, Venus, Mars, Uranus, Neptune) spherical, solar system, rotates, star, orbit, planets

 

Electricity

 

 

 

Electricity, electrical appliance/device, mains, plug, electrical circuit, complete circuit, component, cell, battery, positive, negative, connect/connections, loose connection, short circuit, crocodile clip, bulb, switch, buzzer, motor, conductor, insulator, metal, non-metal, symbol

N.B. Children in year 4 do not ned to use standard symbols as this is taught in year 6

 

Circuit, complete circuit, circuit diagram, circuit symbol, cell, battery, bulb, buzzer, motor, switch, voltage

NB Children do not need to understand what voltage is but will use volts and voltage to describe different batteries. The words cells and batteries are now used interchangeably

 

 

Term 1

 

Term 2

 

Term 3

 

Term 4

 

Term 5

 

Term 6

 

EYFS

Intent:

This is Me
 

Understanding of the World

Past and Present:

Talk about the lives of the people around them and their roles in society; know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class

 

Implication:

 

Exploring their senses and naming the parts of the body that each sense links such as eyes, nose, ears, mouth and hands. (touch, taste, smell, hearing and sight)

 

Exploring and naming the main body features such as head, body, legs, arms and feet etc and the purpose of each of these through songs, art gallery portraits and giant body labelling activities.

 

Impact:

 

Most children will be 40-60 Months beginning

Some children will be 40-60 Months developing

Intent:

Caring for the Community

 


 

Understanding of the World

Past and Present:

Talk about the lives of the people around them and their roles in society; know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class

 

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps

 

Implication:

 

Exploring the meaning of being homeless & how this impacts your life. Children to recognise and understand the stability, purpose & importance of having a home.

 

Discuss what a Christmas Food hamper is. Explain that the children are going to create these hampers for the homeless and think of the different types of food that could be included into these. Make lists of different foods to include. Parents to donate foods for the hampers and children to create food hampers to donate to the local community.

 

Video link: Watch ‘Can I Stay?’

 

https://www.youtube.com/watch?v=im0k9d-gqbU

 

Impact:

 

Most children will be 40-60 Months beginning

Some children will be 40-60 Months developing

Intent:

Protecting the Planet

 

 

Understanding of the World

Natural World Children:

Explore the natural world around them, making observations and drawing pictures of animals and plants

 

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class

 

Understand the effect of the changing seasons on the natural world around them

 

Implication:

 

Exploring the features of our Earth and its atmosphere, it’s seasons, how its rotation and tilt creates seasons and days.

 

Reflecting on what the Earth is made from and how the core is different to the external features such as the land and water.

 

Video Link: Watch ‘The Planet Earth’

 

https://www.youtube.com/watch?v=IDhapt7nw4A

 

Exploring rubbish and recycling and how this affects our planet. Children to create their own rubbish and recycling centre in school.

 

Video link: Come together and sing ‘The Reduce Reuse Recycle Song’

 

https://www.youtube.com/watch?v=AOvcW8l3RzE

 

 

Children to create their own bug hotels and create an environment appropriate for their bugs. They will explore different minibeasts and their different features and environments where they live.

 

Children to also design and make their own recycled milk bottle bird feeders.

 

Image link: Display the image below and explain that as part of protecting our planet that we also need to look after the wildlife and creatures that live here.

 

 

Impact:

 

Most children will be 40-60 Months developing

Some children will be 40-60 Months secure

 

Intent:

Our Oceans

 

 

Understanding of the World

Natural World Children:

Explore the natural world around them, making observations and drawing pictures of animals and plants

 

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class

 

Understand the effect of the changing seasons on the natural world around them

 

 People, Culture and Communities Children

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps

 

Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps

 

 

Implication:

 

Exploring what is an ocean and that there are different oceans around the world that support and regulate the Earth’s climate.

 

Video link: Watch ‘Blue Planet 2 The Prequel’

https://www.youtube.com/watch?v=_38JDGnr0vA

 

Children to explore the different oceans around the world and the varied marine life that they would find there.

 

Discussing pollution in our oceans and creating experiments that show how our oceans become polluted and how we can preserve them.

 

Video link:  Watch ‘Blue Planet 2 Plastic Pollution’

https://www.youtube.com/watch?v=xLx4fVsYdTI

 

Trip to Skegness Aquarium and reflection on how as the next generation are we going to save our oceans and prevent pollution.

 

Watch ‘Our Oceans’ clip

https://www.youtube.com/watch?v=b87_zZtFjlw

 

Impact:

 

Most children will be 40-60 Months developing

Some children will be 40-60 Months secure

 

           

Intent:

Our Endangered World

 

Understanding of the World

Natural World Children:

Explore the natural world around them, making observations and drawing pictures of animals and plants

 

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class

 

Understand the effect of the changing seasons on the natural world around them

 

 People, Culture and Communities Children

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps

 

Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps

 

 

Implication:

 

Exploring the Endangered animals around the world such as the Polar Bear, Giant Panda, Orangutans, Sea Turtles, Tigers and Gorillas.

 

Focussing on their varied habitats and how they are endangered because of loss of habitats in turn creating a shortage of food and endangering their lives.

 

Use of BBC Blue Planet/Dynasties & Nat Geo Kids clips each week linked to each endangered animal and its habitat to support and deepen the children’s knowledge and perception of this issue.

 

Experiments such as creating, melting sea ice and panda habitats.

 

Impact:

 

Most children will be 40-60 Months secure

Some children will be 40-60 Months ELG

 

Intent:

The Great Outdoors

 

 

Understanding of the World

Natural World Children:

Explore the natural world around them, making observations and drawing pictures of animals and plants

 

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class

 

Understand the effect of the changing seasons on the natural world around them

 

 People, Culture and Communities Children

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps

 

Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps

 

 

Implication:

 

Exploring different minibeast and going on a minibeast adventure looking at habitats and the different types of minibeasts that we find there.

 

Video link: Watch the ‘Minibeast Adventure’ link below.

https://www.youtube.com/watch?v=JuHg5oWF_mo

 

Children to go on a bird watching adventure looking at birds in the local area and their habitats thinking about where we might see them and categorising the different types of birds that we see.  Then reflecting on different types of birds that we see around the world and why.

 

Exploring floating and sinking and what this means and looks like. Children to construct their own floating and sinking experiment.

 

Video clip: Watch the ‘sink or Float’ clip below:

https://www.youtube.com/watch?v=eQuW8G2QV_Q

 

Children to create garden sensory tubs and muddy river habitats reflecting on what animals live in these environment and resources and materials that they need to replicate these and why.

Impact:

 

Most children will achieve the ELG

Some children will achieve WTS 1           

 

 

 

 

Year 1

Intent

Seasons - Autumn

 

Implementation

Using seasonal objects to make…

 

- Leaf collage dinosaurs.

- Funny face pictures.

- Hedgehogs out of clay.

 

Discussing animal’s behaviour in Autumn. Squirrels hiding nuts, hedgehogs hibernating. 

 

Making shadow puppets. Discussing how shadows are made.

 

Discussing shorter days and what this means.

 

Thinking about changes around us.

 

Talk about why trees lose their leaves. Introducing terminology – deciduous and evergreen – explaining what they mean.

 

Think about what changes we make…. clothes we wear and why.

 

To predict what would happen to a pinecone if it was left in water. Introducing fair testing.

 

To carry out the above experiment.

 

To write an evaluation – explaining what happened to the pinecones and to think – why this happened.

Intent

Materials

 

Implementation

To explore items of different materials.

 

To know the names of different materials.

 

To know what materials are used to make different items around us. e.g table is metal and wood, chair is plastic and metal. 

 

To describe items using adjectives.

To think about why different materials are used to make certain items.

 

To predict what materials would be best suited to make a dinosaur cave…keeping them dry. (clay cave, paper cave and a wooden cave)

 

To carry out the above experiment. Reminding them of fair testing and why this is important.

 

To write an evaluation – explaining what happened to the caves and to think – why this happened.

Intent

Seasons – Winter

 

Implementation

 

Children will observe the natural environment in the school grounds and notice the changes in it compared to their study of autumn.

 

Children will observe and talk about the changes in weather across the four seasons.

 

Discussing shorter days and what this means.

 

Thinking about changes around us.

 

Discussing hibernating animals such as hedgehogs.

 

Finding out what robins do to survive and how come we see them more often in Winter.

 

Discussing how the season affects us.

 

What food we usually eat, clothes we wear, activities we do and why.

 

To predict what materials would happen to snowmen when vinegar is poured onto them. 

 

To carry out the above experiment. Reminding them of fair testing and why this is important.

 

To write an evaluation – explaining what happened to the snowmen and to think – why this happened.

Intent

Plants

 

Implementation

 

Children will identify the basic structure of common flowering plants including trees. They will grow their own beans to link with topic. They will record changes over time.

 

Children will be exposed to a variety of plants in the ‘Garden Centre’.

 

Children will name a variety of common and wild garden plants, including deciduous and evergreen trees. They will compare and contrast.

 

Children will draw diagrams of plants and trees, labelling using key vocabulary.

 

To predict what beans/seeds will grow first. Those in dry conditions, very wet, no light or having day time and some water.

 

To carry out the above experiment. Reminding them of fair testing and why this is important.

 

To write an evaluation – explaining what happened to the seeds/beans and to think – why this happened.

 

To predict what will happen to the root tops when they are given some water regularly. (Including swede, carrots, parsnips and onion. 

 

To carry out the above experiment. Reminding them of fair testing and why this is important.

 

To write an evaluation – explaining what happened to the root tops and to think – why this happened.

 

To predict what will happen to the celery and white carnations when they’re left in water that has food colouring in. 

 

To carry out the above experiment. Reminding them of fair testing and why this is important.

 

To write an evaluation – explaining what happened to the celery/ carnations and to think – why this happened.

 

 

 

 

 

 

Intent

Animals

 

Implementation

 

Herbivores, carnivores, omnivores.

Warm blooded, cold blooded

Mammals, reptiles, fish, birds, insects, amphibians

Trip to Woodside Wildlife Park

  • Visit from Pets at home

 

 

AB -

To predict which eggs will hatch first.

 

To carry out the above experiment. Reminding them of fair testing and why this is important.

 

To write an evaluation – explaining which eggs hatched first and to think – why this happened.

 

SP –

To predict what food items the guinea pigs will prefer.  

 

To carry out the above experiment. Reminding them of fair testing and why this is important. REPEATING THE TEST OVER 3 DAYS – to give a comparison.

 

To write an evaluation – explaining what food the guinea pigs preferred and to think – why.

Intent

Our bodies

 

Implementation

 

To identify and label body parts.

 

To explore what body parts we use for different movements.

 

Next lessons are practical with a write up as they’re finding out.

 

Senses

 

touch

Hearing – listening to sounds. Can they identify the sounds? Car horn, telephone etc.

 

Sight – discussion and video about how our eyes work (age appropriate information) children to answer questions about what they can see. Comparing what the world looks like from other animals’ perspectives.

 

Smell – children to have eyes shut when they are given something to smell. Can they identify the food item?

 

Taste – children have eyes shut when they try the food. Can they identify sweet, sour, salty, bitter and spicy?

 

 

 

 

 

 

 

 

Year 2

Intent:

Animals and Humans

Term 1 and 2

 

Implementation

Sort foods without input then talk about healthy and the 5 main food groups.

Sort foods onto the food pyramid.

To know what healthy eating means (healthy balanced diet).

Food diary homework.

Record food choices as tally -bar chart.

To interpret data

Collect information about favourite foods using tally chart.

Display using block graph ICT.

To know the importance of exercise.

Children to carry out carousel of physical activities.  Look at Olympics/sports athletes and discuss importance of balanced diet.

To understand the importance of personal hygiene.

Look at how germs spread (experiment).  Importance of cleaning teeth, going to dentist.  Create posters.

To know that all animals including humans produce young.

Match parent to baby and name adult and young.  To look further at how some animals are able to walk etc only a few hours after birth unlike humans. Why?

To know that some things are living, non-living and never been alive.

Children will look at what all things need to survive/live. Children sort into groups.

Further investigation (use interactive t-shirt) children look at heart beat and other internal organs.

 

Intent:

Materials

 

Implementation

 

Compare materials,

saying in what ways they are alike how they’re different. 

Groups of children work together to sort a selection of materials to own criteria. 

Children to understand the difference between natural and man-made materials.

Children look at different materials and look at what they are most suitable for.

 

Children explore why materials such as glass, wool and wood have many uses for us.

Children explore materials and how they can change shape by bending, squashing, twisting etc.

Children sort materials according to properties and explain why they have sorted them that way.

Children write clues to describe a materials properties and others to guess what it is.

Children to explore further properties of materials and look/explain vocabulary.

Sort into groups and make comparisons. Look at how others have sorted materials and discuss as a class.

To understand that materials can change when heated and cooled.

Children will investigate changing materials e.g chocolate, bread to toast, cake ingredients to cake.  Discuss reversible/irreversible changes.

To make observations and investigations into changing materials.

Ice experiments.  Melting and experiments using fair tests.

Children to investigate what happens to water and other materials when it is heated or cooled.

Children carry out investigations and make predictions through observations.

 

 

 

 

Intent:

Plants and Living Things

 

Implementation

 

Children will explore environment and make a record of plants found.

Children to understand what a plant needs to be able to grow healthily.

Children will carry out an experiment of growing seeds in different environments.

To observe and make predictions on what is happening with the experiment.

Children record observations and make predictions.

Children to understand the lifecycle of a plant and where seeds come from.

Children will have a selection of fruits e.g apple, tomatoes, peppers etc to investigate, draw and label.

Revisit experiment and understand changes so far.

Children to look at each seed and draw/label what changes so far.

To be able to draw conclusions on what has happened so far.

Using the experiment examples and digital images make final conclusions about what plants need to grow healthily.

 

Intent:

Habitats.

 

Implementation

 

Children look at images and videos of different habitats around the world and identify types of plants and animals that may live/survive there.

Children to know what the desert habitat is like.

Using ICT children research plants and animals from the desert and choose one to focus on.

To know about native animals and their habitats.

Children through ICT, images and research choose an animal native to the UK and complete a short fact file.

Children will understand what a microhabitat is.

Children explore the school grounds looking at plants and animals/insects and their habitat.

Children will know how animals and plants are dependent on each other.

Through discussion and researching simple food chains children create their own.

Children to know more than one food chain.

Children use food chain cards to create as many food chains as possible.

Continued from previous session children explain in detail the food chain.

From visual images children will write captions for the food chain.

 

Building on Prior Knowledge from Year 1

 

 

Building on Prior Knowledge from Year 1

 

 

 

Building on Prior Knowledge from Year 1

Year 3

Intent:

Forces and Magnets

 

Implementation

 

  • What objects need to make them move
  • Push, pull and twists
  • Direction that forces are exerted
  • Different types of movement
  • Different surfaces affecting movement
  • Testing magnets

 

Intent:

Light and Shadow

 

Implementation

 

  • About light sources
  • How light travels to our eyes
  • Light is needed to see
  • Light is reflected from surfaces
  • Different materials let in varying amounts of light
  • How shadows are formed

 

Intent:

Animals including Humans

– the body and skeleton (Nutrition)

 

Implementation

 

  • Basic needs of animals
  • The role of exercise
  • Importance of eating the right amount of foods
  • Importance of hygiene
  • How animals obtain their food
  • Simple food chains
  • Different food sources

 

Intent:

Animals including Humans

– the body and skeleton (Moving and Growing

 

Implementation

 

 

  • Suggest which body parts we use for common movements
  • Understand how the skeleton, muscles and joints work

Know that animals including humans grow into adults

Intent:

Plants

 

Implementation

 

  • The function of different parts of the plant
  • Requirements of different plants for life
  • How water is transported
  • The role of flowers

 

Intent:

 Rocks and soils

 

Implementation

 

  •  
  • To compare different rocks
  • To describe in simple terms how fossils are formed
  • To know there are different types of soil
  • Understand the reasoning why to use particular materials

 

 

 

 

 

 

Building on Prior Knowledge from Years 1and 2

 

Building on Prior Knowledge from Years 1and 2

 

 

Year 4

Intent:

Living Things

 

Implementation

  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • Recognise that environments can change and this can sometimes pose dangers to living things
  • Recognise that living things can be grouped in a variety of ways
  • Explain how certain living things depend on one another to survive
  • Explain how people, weather and the environment can affect living things
  • Plan and carry out scientific enquiry by controlling variables fairly and accurately
  • Use test results to make further predictions and set up further comparative tests
  • Record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models

Intent:

Electricity

 

Implementation

  • Construct a simple series electrical circuit, identifying an naming its basic parts, including cells, wires, bulbs, switches and buzzers
  • Identify common appliances that run on electricity
  • Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
  • Recognise some common conductors and insulators, and associate this with whether or not a lamp lights in a simple series circuit
  • Recognise if all metals are conductors of electricity
  • Work out which metals can be used to connect across a gap in a circuit
  • Plan and carry out scientific enquiry by controlling variables fairly and accurately
  • Use test results to make further predictions and set up further comparative tests
  • Record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models

 

Intent:

States of Matter

 

Implementation

  • Compare and group materials together, according to whether they are solids, liquids or gases
  • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
  • Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius   ̊C
  • Group and classify a variety of materials according to the impact of temperature on them
  • Plan and carry out scientific enquiry by controlling variables fairly and accurately
  • Use test results to make further predictions and set up further comparative tests
  • Record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models

Intent:

Sound

 

Implementation

  • Find patterns between the pitch of a sound and features of the object that produced it
  • Find patterns between the volume of a sound and the strength of the vibrations that produced it
  • Identify how sounds are made, associating some of them with something vibrating
  • Recognise what sounds get fainter as the distance from the sound source increases
  • Recognise that vibrations from sounds travel through a medium to the ear
  • Plan and carry out scientific enquiry by controlling variables fairly and accurately
  • Use test results to make further predictions and set up further comparative tests
  • Record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models

 

Intent:

Animals In. Humans

 

Implementation

  • Construct and interpret a variety of food chains, identifying producers, predators and prey
  • Describe the simple functions of the organs of the human digestive system
  • Identify and describe the simple functions of the basic parts of the human digestive system
  • Identify the different types of human teeth and their simple functions
  • Plan and carry out scientific enquiry by controlling variables fairly and accurately
  • Use test results to make further predictions and set up further comparative tests
  • Record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models

 

Building on Prior Knowledge from Year 2

 

 

 

 

Building on Prior Knowledge from Years 1, 2 and 3

 

Year 5

Intent

Properties and changes of materials: Pupils should be taught to:

Implementation

  • compare and group together everyday materials on the basis of their properties
  • know that some materials will dissolve in liquid to form a solution (experiment mixing solids with water linking to measure in Maths), and describe how to recover a substance (evaporation of salt water experiment)
  • use knowledge of solids, liquids and gases to decide how mixtures might be separated
  • give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials
  • demonstrate that dissolving, mixing and changes of state are reversible changes
  • explain that some changes result in the formation of new materials
  • record results as tables and diagrams

Intent

Forces: Pupils should be taught to:

Implementation

  • explain that unsupported objects fall towards the Earth because of the force of gravity (comprehension)
  • identify the effects of air resistance (parachute experiment varying size of parachute), water resistance (foil boat making) and friction
  • recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Scientists Studied:

Isaac Newton

Intent

Earth and space: Pupils should be taught to:

Implementation

  • describe the movement of the Earth and other planets relative to the sun in the solar system
  • describe the movement of the moon relative to the Earth
  • describe the sun, Earth and moon as approximately spherical bodies
  • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky
  • understand different theories about space (comprehension)
  • knowledge of man’s exploration of Space (playscript)

 

Scientists Studied:

Tim Peake, Galileo, Aristotle, Copernicus and Ptolemy

Intent

Living things and their habitats: Pupils should be taught to:

Implementation

  • Identify parts of a flower. Give one difference between sexual and asexual reproduction.
  • Describe ways plants can be pollinated.
  • Identify plants that reproduce asexually.
  • Describe ways to grow new plants other than from seed.
  • Identify the stages in the process of sexual reproduction.
  • Identify different types of mammals.
  • Identify familiar animals that undergo metamorphosis. –
  • Order the stages of the life cycles of mammals, birds, insects and amphibians
  •  

Scientists Studied:

Jane Goodhall

Intent

Animals, including humans: Pupils should be taught to:

Implementation

  • Compare and present data using bar and line graphs.
  • Report findings in oral form.
  • Order the stages of human development.
  • Demonstrate understanding of how babies grow in height.
  • Describe the main changes that occur during puberty.
  • Explain the main changes that take place in old age

 

Building on Prior Knowledge from Years 1and 2 (Materials)

Building on Prior Knowledge from Year 3

 

 

Building on Prior Knowledge from Years 2 and 4

Building on Prior Knowledge from Years 1,2,3 and 4

Building on Prior Knowledge from Years 1and 2 (Materials)

Year 6

Intent

Light

 

Implementation

Pupils should be taught to:

  • recognise that light appears to travel in straight lines
  • use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  • explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
  • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

(Poetry)

 

Working Scientifically

Investigate: how light travels and how shadows are created.

Investigate how we see things and how light travels from the source to the eye.

 

Scientists Studied:

Isaac Newton

 

 

 

 

 

 

 

 

 

 

 

 

 

Intent

Electricity

 

Implementation

Pupils should be taught to:

  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
  • use recognised symbols when representing a simple circuit in a diagram

 

 

Working Scientifically

Investigate, observe and explain the effects of differing volts in a circuit.

Investigate how variations in a circuit affect how components function.

 

 

Scientists Studied:

Thomas Edison,

Nikola Tesla, Alessandro Volta, Michael Faraday,

Intent

Animals Inc. Humans

 

Implementation

 

Pupils should be taught to:

 

  • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
  • describe the ways in which nutrients and water are transported within animals, including humans

(Letter Writing)

(Non-Chronological Report)

(Writing in Role)

 

Working Scientifically

Exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.

 

 

Intent

Animals Inc. Humans

 

Implementation

 

Pupils should be taught to:

 

  • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
  • describe the ways in which nutrients and water are transported within animals, including humans

(Letter Writing)

(Non-Chronological Report)

(Writing in Role)

 

Working Scientifically

Exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.

Intent

Living Things and their Habitats

Implementation

 

Pupils should be taught to:

 

  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • give reasons for classifying plants and animals based on specific characteristics

 

 

Working Scientifically

Pupils might work scientifically by: using classification systems and keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system.

 

Scientists Studied:

Carl Linnaeus

Intent

Evolution and Inheritance

Implementation

 

Pupils should be taught to:

 

  • recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Working Scientifically

Observing and raising questions about local animals and how they are adapted to their environment; comparing how some living things are adapted to survive in extreme conditions, for example, cactuses, penguins and camels. They might analyse the advantages and disadvantages of specific adaptations, such as being on 2 feet rather than 4, having a long or a short beak, having gills or lungs, tendrils on climbing plants, brightly coloured and scented flowers.

 

Scientists Studied:

Charles Darwin

Alfred Wallace

 

Building on Prior Knowledge from Year 3

 

Building on Prior Knowledge from Year 4

 

Building on Prior Knowledge from Years 1,2,3,4 and 5

 

Building on Prior Knowledge from Years 1,2,3,4 and 5

Building on Prior Knowledge from Years 2, 4 and 5

 

 

 

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