Skip to content ↓
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.

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.

Our Science Curriculum was last reviewed in 2018-19 following CPD and will be reviewed again in 2020-21.

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

science at Newton Burgoland

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

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.

Learners in class 3 enjoy a day of practical science at the Magna centre. In class 4, learners experience a night at the space centre. Wherever possible, we draw on stem ambassadors and parents or governors working in scientific fields to inspire learners and signpost career paths. Forest schools and a whole school trip to Leicester University Botanic Garden and Arboretum 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.

Assessment, recording and reporting progress in science

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 report

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, technology and the environment

UTW has three 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.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

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

SEND

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.

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.

 

 

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 tree
  • 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.

 

 

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.

 

By the end of KS1:

 

 

By the end of KS2: