Curriculum – Science

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Science

Policy

‘A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.’ – The National Curriculum, 2013All pupils are expected to know, apply and understand the knowledge, skills and processes the science programmes of study by the end of their time in primary school.

Aims

As a maintained school, our science curriculum is based on the National Curriculum and reflects the statutory requirements therein. By the end of Key Stage 2, all children should:

  • Develop understanding of nature, processes and methods of science 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 knowledge required to understand the uses and implications of science, today and for the future

At Hawkhurst CEP School, we are committed to fostering the awe and wonder experienced at finding out about the world around us throughout children’s science education. We endeavour to harness children’s natural curiosity and support them in learning about the biological, physical and chemical processes in the world around us through practical experiences, subject specific vocabulary and making cross-curricular links, particularly within the STEM subjects.

Teaching and Learning

At Hawkhurst CEP School we follow the Empiribox scheme of learning for science. This enables us to provide pupils with regular access to high-quality practical experiences and experiments using appropriate scientific equipment and materials. The Empiribox scheme is structured in such a way that the children in Key Stage 1 and Key Stage 2 each follow the same unit of work for their respective key stage, with the skills used differentiated to reflect the attainment targets expected for each year group. This enables children to make clear progression in science and for all pupils to have the same opportunities to access resources and high-quality science lessons.

In the EYFS, children’s science learning is through a combination of play and child-initiated activities and discrete science lessons. In this age phase children explore and learn about the world around them through identifying, classifying, observing and asking and answering questions. As children progress to Key Stage 1 they continue to develop these skills and additionally begin to use and understand data gathered as part of more structured scientific experiments and investigations. In Key Stage 2 children learn how to plan, present and analyse data gathered and evaluate their scientific work. They expand their knowledge of specialist vocabulary and are increasingly able to record their work in more formal ways.

All children also learn about key thinkers and scientists within the area of science they are studying, developing their appreciation of the historical, cultural and academic context of what they are learning about.

Each term, classes will make links between what they are learning in science and the school value that the whole school is focussing on. Through this, children will develop a sense of the role that our school values play in both our curriculum and the whole school community, including our special place in the community of St Laurence Church.

We are committed to ensuring all children in our school have equal opportunities to access learning and lessons are planned and taught in line with our SEN and inclusion policies.

Recording and Assessment

At Hawkhurst CEP School, children’s learning in science will generally be recorded in their science exercise books and in the learning environment e.g. learning walls. In the EYFS, children do not have science exercise books and their learning in this subject will generally be recorded by adults in the form of photographs, and post-its, with some observations recorded by the children themselves. In Key Stage 1, children will be more independent in recording what they have learnt in science lessons but learning will often be recorded on photograph pages or sheets to enable the children to maximise their time spent on practical experiences and developing conceptual understanding. In Key Stage 2, pupils will increasingly record their investigations in more formal ways, including recording and analysing the data they have gathered and making predictions and evaluations about investigations. Practical lessons may still be recorded with photograph pages but will more regularly be followed up with the children’s own write up of what they have discovered.

Teachers will assess children’s work regularly and this will be in an age-appropriate way and in line with our feedback policy. Children will also complete short pre- and post-unit assessments to support teachers in tracking progress. Our science skills progression document will also support teachers, pupils and parents understand what is expected of children in each year group. Termly teacher assessments will be uploaded to Target Tracker and data will be analysed by SLT.

Children will have a clear understanding of how to improve their work through regular discussion with class teachers and teaching assistants.

Monitoring and Evaluating

The quality of education in science will be monitored by SLT and the science subject leader. The subject leader will carry our regular learning walks (each seasonal term) and will monitor progress throughout the school by checking the quality of learning opportunities and the standard of outcomes through observation, work scrutinies, data analysis and pupil conferencing.

The subject leader will be responsible for managing the mathematics budget to ensure classes have sufficient resources to deliver high-quality lessons across the year.

Health and Safety

As children will regularly be working practically with scientific equipment and sometimes chemicals, teachers will ensure that close attention has been paid to the risk assessment provided for each practical science lesson by Empiribox and make any appropriate adjustments for their class. Science lessons will always be well supervised and staff will ensure that behaviour is always sensible, safe and respectful.

Skills Progression

Science Skills Progression: based on the Empiribox scheme of learning

EYFS Year 1 Year 2 LKS2 UKS2
To know the importance for good health of physical exercise, and a healthy diet,  and talk about ways  to keep healthy and safe.

To know about similarities and differences in relation to places, objects,  materials and living things.

They talk about the features of their  own immediate  environment and  how environments  might vary from one another.

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.
  • 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.
  • 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.
  • Observe changes across the four seasons
  • Observe and describe weather associated with the seasons and how day length varies.
Pupils should be taught to:

  • Explore and compare the differences 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 for 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
  • 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
  • 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
  • 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.
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • Asking relevant questions and using different types of scientific enquiries to answer them
  • Setting up simple practical enquiries, comparative and fair tests
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • Identifying differences, similarities or changes related to simple scientific ideas and processes
  • Using straightforward scientific evidence to answer questions or to support their findings.

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
  • 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
  • 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.
  • Identify that humans and some other animals have skeletons and muscles for support, protection and movement.
  • 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.
  • 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 things that have lived are trapped within rock
  • Recognise that soils are made from rocks and organic matter.
  • Recognise that they need light in order to see things and that 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 an opaque object
  • Find patterns in the way that the size of shadows change
  • 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 of 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.
  • 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.
  • 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.
  • 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.
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • Using test results to make predictions to set up further comparative and fair tests
  • Reporting and presenting 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
  • Identifying scientific evidence that has been used to support or refute ideas or arguments
  • 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
  • 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
  • Describe the changes as humans develop to old age.
  • 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.
  • 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
  • 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.
  • Explain that unsupported objects fall towards the Earth because of the force of gravity acting 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.
  • 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.
  • 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
  • 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.

EYFS Year 1 Year 2
To develop an understanding of growth, decay and changes over time.

To begin to be interested in and describe the texture of things.

To eat a healthy range of foodstuffs and understand the need for variety in food.

To look closely at similarities, differences, patterns and change.

With support:

Naming materials.

Sorting and grouping.

Use simple features to compare objects, materials and living things.

Notice patterns and relationships.

Develop accurate scientific vocabulary.

Identify connections between objects.

Perform simple tests.

Use a variety of scientific equipment.

Independently:

Naming materials.

Sorting and grouping.

Use simple features to compare objects, materials and living things.

Notice patterns and relationships.

Develop accurate scientific vocabulary.

Identify connections between objects.

Perform simple tests.

Use a variety of scientific equipment.

 

EYFS Year 1 Year 2
To observe the effects of physical activity on their bodies.

To comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world.

To talk about some of the things they have observed, such as plants, animals, natural and found objects.

To talk about why thins happen and how things work.

 

With support:

Observe changes over time.

Notice patterns and relationships.

Recognise ways in which scientific questions could be answered.

Develop accurate scientific vocabulary.

Identify questions that can be tested.

 

Independently:

Observe changes over time.

Notice patterns and relationships.

Recognise ways in which scientific questions could be answered.

Develop accurate scientific vocabulary.

Identify questions that can be tested.

 

EYFS Year 1 Year 2
With support:

Use simple measurements and equipment to gather data.

Carry out simple tests.

Use a variety of scientific equipment.

Record simple data in a variety of ways.

Talk about what they have found out and how they found it out.

Record and communicate findings in a range of ways.

Use simple scientific language.

Independently:

Use simple measurements and equipment to gather data.

Carry out simple tests.

Use a variety of scientific equipment.

Record simple data in a variety of ways.

Talk about what they have found out and how they found it out.

Record and communicate findings in a range of ways.

Use simple scientific language.

EYFS
To know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.To know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.

Year 3 Year 4 Year 5 Year 6
Defining variables.

Designing questions.

Making predictions.

 

Defining variables.

Designing questions.

Making predictions.

Justifying predictions.

 

Defining variables.

Designing questions.

Making and justifying predictions.

Writing methods.

 

Defining variables.

Designing questions.

Making and justifying predictions.

Writing methods and planning equipment to be used.

Identify risks and suggest control measures.

Planning an entire investigation.

Year 3 Year 4 Year 5 Year 6
Selecting the type of data to gather stating clearly the independent variable and dependent variables.

Selecting the type of data to gather stating clearly the independent variable and dependent variables.

Completing results tables or other data capture mechanism.

Scientific drawing.

Drawing graphs from data and spotting trends or patterns in the data.

Selecting the type of data to gather stating clearly the independent variable and dependent variables.

Selecting the type of data to gather stating clearly the independent variable and dependent variables.

Scientific drawing.

Using results tables or other data capture mechanism.

Drawing graphs from the data or use other means of presentation.

Spotting trends or patterns in the data.

Writing a conclusion.

Selecting the type of data to gather stating clearly the independent variable and dependent variables.

Completing results tables or other data capture mechanism.

Scientific drawing.

Using their own results tables or other data capture mechanism.

Drawing graphs from the data or use other means of presentation.

Spotting trends or patterns in the data.

Writing a conclusion.

Selecting the type of data to gather stating clearly the independent variable and dependent variables.

Scientific drawing.

Using their own results tables or other data capture mechanism.

Drawing graphs from the data or use other means of presentation.

Spotting trends or patterns in the data.

Writing a conclusion.

Explaining conclusions.

Year 3 Year 4 Year 5 Year 6
State if results matched predictions and comment on the validity of the data.

Spot anomalies in the data.

Explain anomalies in the data.

Suggest measures to prevent anomalies.

State if results matched predictions and comment on the validity of the data.

Spot anomalies in the data.

Explain anomalies in the data.

Suggest measures to prevent anomalies.

Design another experiment that could produce similar results.

State if results matched predictions and comment on the validity of the data.

Spot and explain anomalies in the data and suggest measures to prevents anomalies.

Design another experiment that could produce similar results.

State if results matched predictions and comment on the validity of the data.

Spot and explain anomalies in the data and suggest measures to prevents anomalies.

Design another experiment that could produce similar results.

Produce a full scientific report.

Enrichment Activities
Coming Soon