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CURRICULUM – SCIENCE

INTRODUCTION TO OUR SCIENCE CURRICULUM

All pupils at Camp Primary school are entitled to be taught the key knowledge and skills in the scientific disciplines to develop understanding of the world around them at an age-appropriate level and in line with the National Curriculum.

We aim to harness children’s natural excitement and curiosity and inspire them to pursue scientific enquiry. Throughout the primary years, children should learn to explain and analyse phenomena, make predictions and solve problems.

Teachers should nurture a love for the natural world, excitement for future possibilities in science and provide many opportunities for pupils to respond creatively in their learning.

At Camp school science is taught discretely each week. We use the outdoor environment regularly to enhance children’s learning. Teachers plan every lesson with a working scientifically objective as well as a knowledge objective. Working scientifically skills, scientific vocabulary and topics are revisited and developed throughout their time at school. Teachers ensure that children draw on their prior learning as they progress through each year group from EYFS to the end of Key Stage Two. We believe that children should be challenged and engaged to prompt discussions, ask scientific questions which lead to investigative opportunities using the five different types of scientific enquiry: Fair testing; Identifying and Classifying; Pattern seeking; Observing changes over time; and Research.

At Camp School we use the Herts for Learning Scientific progression documents and topic maps. These are supplemented by the PLAN Knowledge matrices and Working Scientifically matrices recommended by the Association of Science (www.planassessment.com)

We use our curriculum drivers (for example the environment) to drive some science topics. We use activities from Practical action, Terrific Scientific and topical resources on Discovery Education and Reach out to support and extend beyond the National Curriculum.

Teachers plan regular opportunities for pupils to check how well they are learning what they have been taught ( for example through low-stakes quizzing, vocabulary checks, concept cartoons, multiple choice, bingo). This develops metacognitive awareness and self –regulation strategies in pupils and informs the teacher in planning next steps in learning. Teachers formally assess children’s working scientifically skills each term and their knowledge at the end of each unit using the Hertfordshire assessment grids. A Hertfordshire assessment task is available to support assessment for each topic. Exemplifications of pupils’ work found at www.planassessment.com are used to support teachers with assessments.

To view the Herts For Learning Topic Maps, Working Scientifically Skills Overview Table or Progression in Scientific Knowledge, please click on the following links:

Topic Map for Years 1-6
Working Scientifically Skills Overview Table
Progression in Scientific Knowledge EYFS – Year 6

 

 

 

 

Scientific Knowledge Progression Across KS1

Year 1

Materials – Everyday Materials

  • 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

Animals including humans – Different animals

  • 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
  • In the garden

Plants – In the garden

  • 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

Seasonal Change

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

Year 2

Materials – Uses of materials

  • 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

Animals including humans – Growth and survival

  • 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

Plants – Growing Plants

  • 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

Living things and their habitats – Habitats

  • 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

Scientific Knowledge Progression Across KS2

Year 3

Materials -Rocks, fossils, soils

  • 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

Animals including humans – Healthy Eating Healthy Bodies

  • 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

Plants – Investigating plants

  • 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

Light and Sound – Light and shadows

  • 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 a solid object
  • find patterns in the way that the size of shadows change

Forces – Forces and magnets

  • 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

Year 4

Materials – States of matter

  • 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

Animals including humans – Teeth and digestion

  • 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

Living things and their habitats – Classification and interdependence

  • 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
  • construct and interpret a variety of food chains, identifying producers, predators and prey

Light and Sound – Sound and vibrations

  • 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

Electricity – Circuits and component

  • 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

Year 5

Materials – Changes of material

  • 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

Living things and their habitats- Lifecycles

  • 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

Animals including humans- Lifecycles

  • describe the changes as humans develop to old age

Forces- Earth and Space

  • 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

Forces – Forces

  • 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

Year 6

Animals including humans – Human and Health

  • 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 their habitats Classification

  • 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

Living things and their habitats -Evolution and 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

Light and Sound – Light

  • 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

Electricity – Electricity

  • 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

 

 

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