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Science

Science at St Joseph's

 

How is Science taught?

From the start of their learning in the Early Years, through to the end of Key Stage 2, our pupils are encouraged to be curious about the world around them and question the phenomenon they experience in the every day. Science in the EYFS (Nursery and Reception classes) is taught in a cross curricular way focusing on ‘Understanding the World’. Throughout Key Stage One and into Key Stage 2, Science lessons and learning activities provide varied exciting opportunities for children to pursue their natural curiosity in a range of contexts in order to inspire a thirst for knowledge and a continually evolving understanding of the world around them. Both knowledge and skills are taught using scientific observation, investigation and exploration with all pupils experiencing a wide range of practical experiences as they progress through school. All of these encourage the development of knowledge in context as well as the opportunity to try out and refine practical investigative ideas through scientific enquiry. As children progress through the school, they learn to predict, investigate, record, conclude and reflect on the successes of their investigations as well as understanding and using appropriate scientific vocabulary to explain their findings.

 

How do we assess the children?

 

Assessment in Science can take both formal and informal forms. Informal assessment can be done through observations of the children, marking their work and questioning children to identify what they have understood. Recordings of significant progress or events can also be evidenced in the lesson evaluation. Formal assessment in years 1 to 6 is completed before and after each unit of Science learning.

 

SCIENCE CURRICULUM STATEMENT

“Research is to see what everybody else has seen, and to think what nobody else has thought.”

Albert Szent-Györgyi

INTENT

What will take place prior to classroom teaching?

IMPLEMENTATION

What will our science provision look like in the classroom?

IMPACT

What will be achieved as a result of our science curriculum teaching?

The senior leadership team will:

· lead the school staff to develop a clear progressive curriculum which drives the ongoing development and improvement science teaching provision.

· ensure that the curriculum leader has appropriate time to develop and monitor the provision of the science curriculum throughout the school.

· provide sufficient funding to ensure that implementation is high quality.

Our teaching and learning provision in Science:

 

 · Links to previously taught skills within the science area of study ready to build on these.

· Provides opportunity to explore and investigate whilst giving the children the knowledge and information linked to their work.

 · Specifies key vocabulary to be used and its meaning.

· Enables children to work interactively with the teacher acting as the facilitator. · Give ongoing opportunities to apply learned facts in practical investigations.

 

The broad and balanced curriculum ensures that pupils are:

 

· Engaged and excited in their scientific learning

· Able to make careful observations during practical work, question what has happened and take ideas further through their own investigations, linking this to theoretical knowledge.

 · Resilient when an idea does not work in order to refine ideas, try again and ask interpretative questions.

· Able to apply scientific knowledge to what they have discovered and build on this knowledge over a period of time.

Our children will have:

 · A developed understanding of scientific knowledge and skills of children at an age appropriate level throughout the school.

 · A secure understanding of the key techniques and vocabulary used for each key area of the science curriculum.

· Confidence in discussing science knowledge and understanding, their own work and in identifying their own strengths and areas for development.

The science subject leader will:

· understand and articulate the expectations of the curriculum to support teaching and classroom support staff in the delivery.

· ensure an appropriate progression of scientific skills and knowledge is in place over time so that pupils are supported to be the best that they can be, and guide teachers in providing support for children where necessary and extend the most able.

· ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.

Pupils will be:

· Independent thinkers, able to question what has happened and take ideas further through their own investigations.

 · Resilient in discovering that when an idea does not work to try again or question why it didn’t work.

· Able to apply acquired scientific knowledge to what they have discovered and build on this knowledge over a period of time.

· Confident in sharing their knowledge and understanding in all areas of the Primary National Curriculum for Science (Key Stage 1 and Key Stage 2).

· Apply to apply the scientific knowledge that they have acquired in their studies, using this to plan and participate in practical investigative work, and draw conclusions from their own findings.

· Able to evaluate the accuracy and reliability of their own work, making suggestions for improvements.

The class teacher will:

· create a long-term plan which ensures appropriate coverage of knowledge, skills and vocabulary from the progression grid.

· ensure confidence in their own subject knowledge and skills prior to teaching.

· ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.

The science subject leader will:

· collate appropriate evidence over time which evidences that pupils know more and remember more 

· monitor the standards in the subject to ensure the outcomes are at expected levels

· provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of this development.

 

Science Programme of Study 2021/2022

Science Learning Spring Term 2022

 

 

 

Reception

  • Be able to make observations of animals and plants, explain why some things occur and talk about changes.

Year 1

Weather & Seasons

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

Plants

  • 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.

Year 2

Materials

  • Introduce different ways of changing the shapes of objects made from different materials.
  • Identify materials that can be changed by the actions of squashing, bending, twisting and stretching, and link these actions with the properties of the materials that allow them to be changed.
  • Discover that some materials have different properties according to how they are shaped and what they are made into, and choose materials for uses according to their properties. Learn that pushes and pulls can cause movement or a change in shape. Children apply their knowledge by making clay models and catapults.

Years 3 & 4

Electricity

  • Identify electrical appliances, distinguishing between those which are powered by mains and battery (including those with integral rechargeable batteries)
  • Recognising that electricity can be used to produce light, sound, heat and movement; explore the production of light, sound and movement by making simple series circuits with cells, wires, bulbs, buzzers and motors, learning the names of the components
  • Describe the flow of electricity round a circuit and give reasons why some circuits do not work
  • Learn to control their circuits with switches; test materials, classify them as electrical conductors or insulators and recognise that metals are good electrical conductors and plastics are good electrical insulators; apply this knowledge when making their own switches and electrical quiz boards; learn the safe use of electrical components and the dangers of mains electricity.

Animals Including Humans

  • Revisit the importance of eating the right amounts of different types of food, but extend this knowledge to understand that the food we eat provides us with the nutrition that our bodies require to remain healthy
  • Learn about the range of nutrients that humans need to consume in the correct amounts and the role that these nutrients play in keeping our bodies healthy; learn that humans and some other animals have skeletons and muscles for support, protection and movement.

Years 5 & 6

Animals including Humans

  • Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • When working scientifically, children will use secondary sources of information with increasing independence in order to find answers to questions about the functions of different parts of the circulatory system that they cannot investigate first hand. They will question local medical experts.

 

Evolution & Inheritance

  • 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.
  • When working scientifically, children take measurements to record variation in plants and animals; they use scientific models to describe complex processes such as selective breeding and natural selection, they question themselves and their peers on aspects of adaptation, and they develop their skills for evaluating evidence.

 

 

 

 

Science skills development and progression.

Some memorable highlights from

our previous learning

Science Day at St Mary's

Forensic Science Day

Weathering and Erosion

SCIENCE WEEK 2018

 

Each class has been focusing on working scientifically, focusing on developing skills in classifying, recording, predicting, using equipment, making observations and drawing conclusions.

 

Class 1 chose from a variety of activities. They were learning about forces by creating the longest possible marble run. In the outdoor area, the children were able to find out about floating and sinking, testing out different objects in the water. There was also an opportunity to make close observations of how the vegetable garden has changed, whilst gardening with Mrs Walker. At Forest School, the children investigated what shape bubbles are produced by different bubble wands.

 

Class 2 learnt about how the length of the day changes through the seasons and went on to measure shadows as they changed throughout the day, recording information in a table. They also created different exercises to explore the effects these have on the heart.

 

Class 3's science was linked to the World Cup. They explore the effects temperature has on a bouncing ball and went on to design their own investigations  and tested their theories. At Forest School they explored the science behind bubbles and designed their own bubble wands to make further investigations.

 

Class 4 took part in the 'bottle challenge' to discover which percentage of liquid in a bottle resulted in the bottle landing the right way up. They also explored momentum, by spinning a raw egg and a boiled egg. At Forest School, the children used keys to identify leaves.

Class 2 designing their own exercise routines

Year 5 visited St. Mary's High School in May to do pond dipping. The weather was glorious and the children were fascinated by the variety of pond life that they observed. Keys were used to identify different species, the day was a huge success.

Science at Forest School

 

Investigations to find out about friction.

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