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Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

Science

 

Together we make learning

an unmissable, unforgettable adventure.

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.

Our Science Curriculum was last reviewed in 2018-19 following CPD and  again in 2021-22.

We are members of the Science Association to support teachers subject knowledge.

Intent

We want all learners to reach at least the expected National Curriculum standard by the end of year 6 and to be keen to continue their studies in key stage 3 and beyond. We want learners to be able to see themselves as Scientists and open to pursuing a career in STEM subjects.

The science  lesson should be one our learners look forward to and greet with enthusiasm. They should leave lessons wanting to find out more.

When studying science, learners will draw on their developing learning habits, making progress in their ability to persevere, work effectively as a team, respect and celebrate difference, ask questions and create. We want learners to be interested in the application of science to life today and for tomorrow.

We want our children to understand that not all people were treated equally in the history of science that people of all colour and background have contributed to scientific discovery; that careers in science should not be seen as gender specific.

Our curriculum ensures that pupils understand that:  

  • Science is about finding the cause or causes of phenomena in the natural world
  • Scientific explanations, theories and models are those that best fit the evidence available at a particular time
  • The knowledge produced by science is used in engineering and technologies to create products to serve human ends
  • Applications of science often have ethical, social, economic and political implications

In addition, that there are 3 big ideas in science ( Harlen, W., 2010­) which can connect all learning:

  • All matter in the Universe is made of very small particles
  • Objects can affect other objects at a distance
  • Organisms are organised on a cellular basis and have a finite life span

These three ideas will form the basis for teacher CPD in 2022.

Implementation

We want our learners to enjoy science, to be curious about scientific phenomena- routinely, asking why and what if…

In EYFS learners talk about the world around them. They observe the seasons, collect natural materials, grow plants, push and pull in play. Build structures and engage with teacher initiated learning to find out more about scientific phenomena. They use scientific language, share non-fiction books and ask questions to further their interests and understanding.

In key stage 1 pupils follow the national curriculum ensuring that they are prepared for further study and enquiry in key stage 2.

In key stage 2 pupils, again, follow the national curriculum.

Pupils find out about how science has contributed, about scientists and about the importance of science to averting climate change

Science is generally taught as a stand-alone subject, but where possible cross-curricular links are made to enhance and reinforce learning. In each class, elements of knowledge, within areas of study, are explored and revisited to ensure that misconceptions are addressed and knowledge and understanding are secured. Learners are encouraged to communicate their thinking clearly using subject specific vocabulary to support the securing of knowledge and to enable teachers to identify and address misconceptions.

Learners work scientifically in both key stages within units of study, developing understanding, skills and techniques.

Science learning includes, finding out about famous scientists; learning and using key vocabulary and concepts, and refining and developing key investigational skills.

Visits to enhance learning include: the botanical gardens and arboretum, The Magna centre in Sheffield and Space centre in Leicester. Cross-curricular work – The Tudors and the ‘king in the car park’ give an insight into how science can unlock the secrets of the past.

Wherever possible, we draw on stem ambassadors and parents or governors working in scientific fields to inspire learners and signpost career paths. Regular Forest school sessions enhance and reinforce learning in a practical setting.

 

Approximately, 60 hours is allocated to learning in science, in both keystages, of which at least half is allocated for working scientifically. Practical work is highly valued and supports learning in mathematics, English communication and computing.

A range of non-fiction texts on aspects of scientific knowledge and understanding, suitable for young and early readers, are available within our reading scheme.

 

Key vocabulary has been identified, alongside enrichment opportunities including trips and visitors.

  • The reading scheme includes high quality non-fiction to support learning in science
  • Themes are revisited, and teaching makes links to what has already been learnt and what will be learnt next.
  • Continuous provision and direct teaching in EYFS is carefully planned to prepare pupils for the national curriculum.
  • A progression document is in place to support the assess, plan, do review cycle

Teachers are careful to avoid cognitive overload by planning learning in small steps with time to develop understanding and spaced retrieval to aid long term memory.

Assessment Recording and Reporting

In all subjects there are three broad areas for assessment:

In all subjects there are three broad areas for assessment:

  • Children’s knowledge and understanding
  • How well children can use and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
  • How well learners are developing habits for learning and character

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.

Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.

Progress is recorded and reported to parents as part of the child’s annual school

Special Educational Needs

Science is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Impact

Prior to the pandemic:

  • Pupils made good progress in science to achieve at least ARE by the end of year 6.
  • Continuous provision and direct teaching in EYFS prepared pupils well for the national curriculum.
  • All children used scientific vocabulary accurately
  • Children could speak confidently about their learning in science
  • Those working at greater depth were able to make connections between units of study. They went beyond the knowledge studied and asked questions to further their understanding.
  • A number of pupils studied science beyond school at university in the areas of veterinary science, psychology and environmental science.

As a result of the pandemic pupils have:

  • had fewer opportunities to explore concepts and address misconceptions through talking and questioning – not all learning is secure.
  • had a variety of experiences when home learning and accessed set learning differently.
  • had fewer opportunities for collaboration and enrichment through visits and visitors
  • Had fewer opportunities to work scientifically and make connections to the big ideas of Science.

By following the assess, plan, do, review cycle teachers will identify areas which need more or less focus over the next 2 years and support all pupils to make strong progress from starting points. An engineering club is in place to enrich learning for pupils in KS2 alongside a sound engineering club

The national curriculum

The 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 knowledge required to understand the uses and implications of science, today and for the future.

Science in early years foundation stage

Understanding the world (UTW) is one of four specific areas of learning in the EYFS Curriculum Framework.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, and the environment

UTW has two aspects; People and Communities and The world being most related to future learning in Science.

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children 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. They make observations of animals and plants and explain why some things occur, and talk about changes.

Learning in Science will support learning in Maths, Personal, Social and Emotional Development and communication and Language.

 

Working scientifically

By the end of EYFS:

  • How to observe and record carefully
  • How to sort and look for pattern

 

 

 

 

 

By the end of KS1:

  • How to ask simple scientific questions.
  • How to use simple equipment to make observations.
  • How to carry out simple tests.
  • How to identify and classify things.
  • How to use simple data to answer questions

 

By the end of KS2:

  • know how to plan different types of scientific enquiry.
  • know how to control variables in an enquiry.
  • know how to measure accurate and precisely using a range of equipment.
  • know how to record data and results using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • know how to use the outcome of test results to make predictions and set up a further comparative fair test.
  • know how to report findings from enquiries in a range of ways.
  • know how to explain a conclusion from an enquiry.
  •  know how to explain causal relationships in an enquiry.
  • know how to relate the outcome from an enquiry to scientific knowledge in order to state whether evidence supports or refutes an argument or theory.
  •  know how to read, spell and pronounce scientific vocabulary accurately.

Careful observation during remote learning.

Biology

We all enjoyed waiting for our ducklings to hatch.

Biomes

Linking work in Geography to work in science learners created biomes for a desert habitat. Considering what plants and animals need for survival and how plants and animals are adapted for their habitat.

 

 

By the end of EYFS:

  • The names of some animals, plants and trees
  • The names of parts of plants and trees:  petals, stem, leaf, root , trunk, branches , seed
  • What living things need to grow
  • Parts of a human body- visible
  • A simple life cycle
  • That some things are natural and some man-made

 

 

 

 

By the end of KS1:

Living things and their habitats

  • How to identify things that are living, dead and never lived.
  • how a specific habitat provides for the basic needs of things living there (plants and animals).
  • The names of plants and animals in a range of habitats.
  • How animals find their food.
  • The names of some different sources of food for animals.
  • A simple food chain.
  • How to classify animals: including fish, amphibians, reptiles birds and mammals, omnivore, carnivore and herbivore
  • About the human senses

Plants

  • how seeds and bulbs grow into plants.
  • what plants need in order to grow and stay healthy (water, light & suitable temperature).

Animals, including humans

  • the basic stages in a life cycle for animals, including humans.
  • what animals and humans need to survive.
  •  
  • why exercise, a balanced diet and good hygiene are important for humans.

 

By the end of KS2:

Plants

  • Know the function of different parts of flowing plants and trees.
  • Know the needs of different plants for survival.
  • Know how water is transported within plants.
  •  Know the plant life cycle, especially the importance of flowers.

Animals, including humans

  • Know the importance of a nutritious, balanced diet.
  • Know how nutrients, water and oxygen are transported within animals and humans.
  •  Know about the skeletal system of a human.
  • Know about the muscular system of a human.
  • Know the purpose of the skeleton in humans and animals
  • know how to create a timeline to indicate stages of growth in humans Living things and their habitats
  •  know and can name the main parts of the human circulatory system.
  • know the function of the heart, blood vessels and blood.
  • know the impact of diet, exercise, drugs and life style on health.
  • know the ways in which nutrients and water are transported in animals, including humans.

Living things  and their habitats

  • Know the parts of the human digestive system.
  • Know the functions of the organs in the human digestive system.
  • Know the different types of teeth in humans.
  • Know the functions of different human teeth.
  •  Know how to use food chains to identify producers, predators and prey.
  •  Know how to  construct food chains to identify producers, predators and prey.
  • Know how to group living things in different ways.
  •  Know how to use classification keys to group, identify and name living things.
  •  Know how to create classification keys to group, identify and name living things (for others to use).
  •  Know how changes to an environment could endanger living things
  • I know the life cycle of different living things, e.g. mammal, amphibian, insect bird.
  • know the differences between different life cycles.
  • I know the process of reproduction in plants.
  • know the process of reproduction in animals.
  •  know how to classify living things into broad groups according to observable characteristics and based on similarities & differences.
  • know how to give reasons for classifying plants and animals in a specific way

Evolution and Inheritance

  • know how the earth and living things have changed over time.
  • know how fossils can be used to find out about the past.
  • know about reproduction and offspring- that offspring vary from their parents
  • know how animals and plants are adapted to suit their environment.
  • know how to link adaptation over time to evolution.
  •  know about and can explain evolution

 

 

Chemistry

By the end of EYFS:

  • The attributes of some materials
  • The names of some materials

By the end of KS1:

Uses of everyday materials

  • The names and identity of a range of materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard.
  • The properties of materials and how they are linked to purpose/ use
  • How shapes can be changed by squashing, bending, twisting and stretching.

Forest schools

  • That fire needs: fuel, oxygen and  spark
 

By the end of KS2:

Rocks

  • Know how to compare and group rocks based on their appearance and physical properties, giving a reason.
  • Know how fossils are formed.
  • Know how soil is made.
  • Know the difference between sedimentary and igneous rock.

  

States of matter

  • Know how to group materials based on their state of matter (solid, liquid, gas).
  • Know  how some materials can change state.
  • Know how materials can change state.
  • Know how to measure the temperature at which materials change state.
  • Know the water cycle.
  • Know the part played by evaporation and condensation in the water cycle.

Properties and changes of materials

  • know how to compare and group materials based on their properties
  • know how a material dissolves to form a solution; explaining the process of dissolving.
  • know how to recover a substance from a solution.
  •  know how some materials can be separated (filtering, sieving, evaporating). know about reversible and irreversible changes.
  • know that some changes are reversible and some are not.
  • know how some changes result in the formation of a new material and that this is usually irreversible.
  •  know how to give evidenced reasons why materials should be used for specific purposes.

 

By the end of  their work on states of matter learners will:

  • Know how to group materials based on their state of matter (solid, liquid, gas).
  • Know  how some materials can change state.
  • Know how materials can change state.
  • Know how to measure the temperature at which materials change state.
  • Know the water cycle.
  • Know the part played by evaporation and condensation in the water cycle.

Class 3 started investigating states of matter, changing cream into butter. They used the butter to design  and make healthy, delicious sandwiches working with a budget.

physics

By the end of EYFS

  • How shapes can be changed by squashing, bending, twisting and stretching.

Seasonal changes

  • That there are 4 seasons and that each season is different
 

By the end of KS1

  • How shapes can be changed by squashing, bending, twisting and stretching.

    Seasonal changes

    • I know about changes in the seasons.
    • I know about typical weather for each season

    Electricity

    • I know and can  name appliances that require electricity to function.
    • I know how to construct a series circuit.
    • I know and can name the components in a series circuit (including cells, wires, bulbs, switches and buzzers).
    • I know how to draw a circuit diagram.
    • I know how to predict and test whether a lamp will light within a circuit.
    • I know the function of a switch in a circuit.
    • I know the difference between a conductor and insulators and can give examples of each.

 

 

 

By the end of KS2

  • Forces and magnets

    • Know and can describe how objects move on different surfaces.
    •  Know how some forces require contact and some do not, giving examples.
    • Know and can explain how objects attract and repel in relation to objects and other magnets.
    • Know how to predict whether objects will be magnetic and how to carry out an enquiry to test this out.
    • Know how magnets work.
    • Know how to predict whether magnets will attract or repel and can give a reason.

    Earth and space

    •  know and can explain the movement of the Earth and other planets relative to the Sun.
    • know and can explain the movement of the Moon relative to the Earth and how night and day are created.
    • I know the Sun, Earth and Moon are spherical.

    Forces

    • know what gravity is and its impact on our lives.
    • know and can explain the effect of air resistance, friction and water resistance.
    • know and can explain how levers, pulleys and gears allow a smaller force to have a greater effect.

    Light

    • Know what dark is (the absence of light).
    • Know that light is needed in order to see.
    • Know that light is reflected from a surface.
    • Know and demonstrate how a shadow is formed.
    •  Know how shadow size changes
    • Know the danger of direct sunlight and can describe how to keep protected.
    •  know how light travels.
    • know how we see objects.
    • know why shadows have the same shape as the object that casts them.
    • know how simple optical instruments work, e.g. periscope, telescope, binoculars, mirror, magnifying glass etc.

 

 

Class 4 enjoyed learning about light and produced posters for 'Science Geek' (who speaks suspiciously like Mr Kedwards), demonstrating what they learnt during the topic.