Science

Intent  

Appreciate, Participate Innovate

Appreciate – to be equipped with a breadth of scientific vocabulary and language, the inclination to learn something new and a sense of wonder 

Participate – to be actively engaged in the entire Science curriculum, as appropriate, using our ‘Keys for Success.’ Children will experience working scientifically in the six areas of investigation: comparative/fair testing; research; observation over time; pattern-seeking and identifying; and classifying and problem solving.

Innovate – to have the understanding, aspiration and motivation to apply their learning, for example by solving a problem. Children will use their knowledge and skills in different ways within a broad range of contexts and information.

Underpinning this is a clear progression in their scientific substantive and disciplinary knowledge.  By the end of each year, children should have gained the substantive knowledge (knowledge of established scientific facts) and disciplinary knowledge (knowledge of the methods used in science to establish facts) in the skills and core knowledge statements for the year group.

Purpose of study

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.

Aims

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 an 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

How is this subject planned?

  • National Curriculum is taught in KS1 and KS2

  • In the Early Years the Foundation Stage Curriculum is taught.

  • Each year group has termly or half termly projects, each with subject knowledge and skills to be taught 

  • The National Curriculum for Science is taught through subject specific projects. Where appropriate, there is interconnection between science and other subjects, for example design and technology. The purpose of this is to connect new knowledge with existing knowledge. Pupils also need to develop fluency and unconsciously apply their knowledge as skills.

 

Implementation

The Stanmore Approach

At Stanmore Primary School we use our locality to support scientific learning; where possible, concepts are taught through memorable experiences and real life contexts which brings learning to life. The children learn to appreciate that scientific processes are happening within them and all around them, including in their local and wider community.  

We use the grounds for our longitudinal studies across the school, which enable children to make observations and collect data over time. In Year 1, the children have the opportunity to explore our grounds and learn about seasonal changes linked to weather. Through their projects of Plant Survival in Year 2 and Plant Nutrition and Reproduction in Year 3, the children use our site and local area, investigating the best conditions for plant survival as well as beginning to understand the plant parts associated with reproduction and water transport. In Upper Key Stage 2 Children study plant and animal life cycles in Sow, Grow and Farm in partnership with Winchester College.

BEST values and Keys for Success 

We want our children to belong to a community of learners in their classroom and beyond. Therefore, we have carefully constructed a well-planned and sequenced science curriculum. We are striving for academic excellence. We acknowledge the importance of challenging our children academically, encouraging them to bounce back from challenges, have their own voice, organise themselves, work together, and celebrate their achievements. We always value effort and respect.

Inclusion 

When planning lessons, we consider learners with SEND. Teachers consider the barriers of the individual children and the key learning of each lesson; identifying the specific new learning. Teachers consider how to: 

  • present new information in a way that all learners can access

  • break down complex ideas into simpler parts for pupils to learn and practice

  • focus the learner’s attention on the new content

  • use visuals to support the access of all learners

If appropriate, we plan for an additional adult in the lesson and share their responsibilities with them in advance.

SMSC and British Values

Science at Stanmore Primary School supports spiritual and cultural development by providing opportunities for children to think, reflect, discuss and wonder at the power and beauty of the natural world and the amazing developments made possible by science.  In Science we cover a range of moral issues including human and environmental issues and disasters. Through our Science curriculum, we promote British Values by exploring how Science can contribute positively to the lives of others and how sustainability is an important aspect of lives around the world. In KS2 our children also explore our place in the world through our exploration of Space and learn to appreciate how unique and important we all are. Our science curriculum supports mutual respect by encouraging children to respect different opinions, for example when working scientifically and values the views of others.

Oracy

At Stanmore we use Scientific Knowledge Organisers to teach subject specific vocabulary. We refer to Tier 2 and Tier 3 vocabulary, using a range of approaches to introduce new words. This includes repeated practice in different contexts, for example paired and group work and retrieval practice. Children are expected to use to use the scientific vocabulary taught in their written and spoken language. We encourage children to ask questions and discuss their learning using ‘agree, build challenge’ (ABC) to enable the teacher to build on and extend children’s scientific thinking.

 

Impact

How is this subject assessed

  • By the end of each key stage, pupils are expected to know, apply and understand the content, skills and processes specified in the relevant programme of study of the National Curriculum. Teachers make assessments using the science knowledge organiser and through the innovate challenge. Teachers keep track of any children who are not meeting the year group expectations.

  • Assessment of Science is reported to parents in the annual report.

How is this subject monitored

  • The subject leader is responsible for monitoring the planning, teaching and assessment of the subject. This is triangulated through book looks, pupil conferencing, learning walks and discussions with teachers 

  • Governors carry out regular monitoring visits in school and update the Full Governing Body through Governor Visit reports.

Pupil Voice

“I did not know that the brightly coloured parts of a plant were called petals and I do now. I now know that roots are important for food for plants.”
- Year 1

“We didn’t know the different parts of flowers before we started, so we took a plant apart and now know about filaments and stamens. It built on what we learned in Year 1.”
- Year 3

“In an earlier year we learnt about plants. We built on what we knew about the food chain.”
- Year 6

 

Science programmes of study in the national curriculum are assigned to year groups. However, this is not compulsory and they must be covered before the end of the phase. Physics is not formally introduced until Key Stage 2. However, in Key Stage 1, children have opportunities to explore natural phenomena, such as shadows.

In the Cornerstones Curriculum, the names of the science projects are matched to the national curriculum aspects, for example, Living things and their habitats and Earth and space. However, in Key Stage 1, the aspect of Animals, including humans has been separated so that children study humans before expanding to explore animals.

The science projects are sequenced to develop both children’s substantive and declarative knowledge, and if possible, make meaningful links to other projects. For example, in Year 3, the projects Plant Nutrition and Reproduction and Light and Shadows are taught alongside the design and technology project Greenhouse and the art and design project Beautiful Botanicals. These links allow for children to embed their substantive knowledge in new and often real-life contexts.

The sequencing of projects ensures that children have the substantive knowledge and vocabulary to comprehend subsequent projects fully. Each project’s place in the year has also been carefully considered. For example, projects that involve growing plants or observing animals are positioned at a suitable time of year to give children the best possible opportunity to make first-hand observations. Within all the science projects, disciplinary knowledge is embedded within substantive content.

Key Stage 1

In Year 1, children start the autumn term with Everyday Materials, linking this learning to the design and technology project Shade and Shelter. In the Human Senses project, they learn about parts of the human body and those associated with the senses. In the spring project Seasonal Changes, they learn broadly about seasonal changes linked to weather, living things and day length. They revisit some of this learning in the following summer term project Plant Parts. They finish with the project Animal Parts, linking back to their knowledge about body parts and senses and identifying commonalities.

In Year 2, children begin the autumn term with the project Human Survival, learning about the survival needs of humans, before expanding to study animals within their habitats in the project Habitats. Building on learning from Year 1, children learn about the uses of materials in the spring project Uses of Materials and begin to understand changes of materials through simple physical manipulation, such as bending and twisting. The spring Plant Survival project also explores survival, with children observing what plants need to grow and stay healthy. Finally, in the project Animal Survival, children bring together learning from the autumn term, thinking about what animals need to survive.

Lower Key Stage 2

Having learned about human body parts, the senses and survival in Key Stage 1, children now focus on specific body systems and nutrition in Key Stage 2. In the autumn term of Year 3, they learn about the skeletal and muscular system in the project Skeletal and Muscular Systems. This learning again links to other animals, with children identifying similarities and differences. Children also learn about healthy diets alongside the autumn term design and technology project Cook Well, Eatwell. In the spring term, properties of materials are revisited in the project Forces and Magnets, with children identifying magnetic materials and learning about the non-contact force of magnetism. They also begin to learn about contact forces, investigating how things move over surfaces. Science learning about rocks and soils is delivered through the geography project Rocks, Relics and Rumbles. Children begin to link structure to function in the summer Plant Nutrition and Reproduction project, identifying the plant parts associated with reproduction and water transport. Children finish the year with the project Light and Shadows, where they are explicitly introduced to the subject of light, with children learning about shadows and reflections, revisiting language from Key Stage 1, including opaque and transparent.

In the autumn term of Year 4, children learn about the digestive system, again making comparisons to other animals, in the project Digestive System. The second autumn term project Sound introduces the concept of sound, with children identifying how sounds are made and travel. They learn and use new vocabulary, such as pitch and volume, and identify properties of materials associated with these concepts. In the spring term project States of Matter, children learn about solids, liquids and gases and their characteristics. They understand how temperature drives change of state and link this learning to the project Misty Mountain, Winding River, in which children learn about the water cycle. Up to this point, children have had many opportunities for grouping and sorting living things. In the spring project Grouping and Classifying, children recognise this as ‘classification’ and explore classification keys. Finally, in the summer term, children study electricity by creating and recording simple circuits in the project Electrical Circuits and Conductors. They also build on their knowledge of the properties of materials, identifying electrical conductors and insulators.

Upper Key Stage 2

In the autumn term of Year 5, children broaden their knowledge of forces, including gravity and air and water resistance, in the project Forces and Mechanisms. They revisit learning from design and technology projects, including Making It Move and Moving Mechanisms, to explore various mechanisms and their uses. Their knowledge of gravity supports the autumn term project Earth and Space, so they can understand the forces that shape planets and our solar system. They also develop their understanding of day and night, first explored in the Year 1 project Seasonal Changes. Having learned that animals and plants produce offspring in earlier projects and studied plant and animal life cycles in Sow, Grow and Farm, children now focus on the human life cycle and sexual reproduction in the spring term project Human Reproduction and Ageing. In the summer term project Properties and Changes of Materials, children revisit much of their prior learning about materials’ properties and learn new properties, including thermal conductivity and solubility. To this point, children have learned much about reversible changes, such as melting and freezing, but now extend their learning to irreversible changes, including chemical changes.

In Year 6, the final body system children learn about is the circulatory system and its roles in transporting water, nutrients and gases in the autumn term project Circulatory System. Science learning about classification is delivered through the spring term geography project Frozen Kingdoms. In the spring term, children also build on their knowledge about electrical circuits from Year 4, now learning and recording standard symbols for circuit components and investigating the function of components and the effects of voltage on a circuit in the project Electrical Circuits and Components. In the summer project Light Theory, children recognise that light travels in straight lines from a source or reflector to the eye and explain the shape of shadows. Finally, in the project Evolution and Inheritance, children learn about inheritance and understand why offspring are not identical to their parents. They also learn about natural selection and how this can lead to the evolution of a species.

Year R

Autumn

Human Senses

Area of learning covered: Understanding of the World

  • Are introduced to vocabulary related to senses

  • Begin to name and locate parts of the body

  • Explore similarities and differences between themselves and their friends

  • Begin to conduct tests and use language such as ‘then’ and ‘next’ to explain the results

Autumn

Everyday Material

This project teaches children that objects are made from materials. They identify a range of everyday materials and their sources. Children investigate the properties of materials and begin to recognise that a material’s properties defines its use.

Human Senses

This project teaches children that humans are a type of animal, known as a mammal. They name body parts and recognise common structures between humans and other animals. They learn about the senses, the body parts associated with each sense and their role in keeping us safe.

Spring

Seasonal Changes

Area of learning covered: Understanding of the World

  • Explore the seasonal changes that happened to the weather, plants and animals in the local environment during spring

Spring

Seasonal Changes

This project teaches children about the seasons, seasonal changes and typical seasonal weather and events. They learn about measuring the weather and the role of a meteorologist. Children begin to learn about the science of day and night and recognise that the seasons have varying day lengths in the UK.

Summer

Plant Parts

Area of learning covered: Understanding of the World

  • Explore seasonal changes that happen each year in spring and summer

  • Begin to explore and name the different parts of plants

  • Plant seeds and explore what plants need to grow and survive

Animal Survival

Area of learning covered: Understanding of the World

  • Explore the animals that live in the local environment

  • Begin to explore how animals change and grow

  • Explore the seasonal changes that happened to the weather, plants and animals in the local environment during the year


Year 1


Year 2

Autumn

Human Survival

This project teaches children about the basic needs of humans for survival, including the importance of exercise, nutrition and good hygiene. They learn how human offspring grow and change over time into adulthood.

Habitats

This project teaches children about habitats and what a habitat needs to provide. They explore local habitats to identify and name living things and begin to understand how they depend on one another for food and shelter.

Spring

Uses of Materials

This project teaches children about the uses of everyday materials and how materials’ properties make them suitable or unsuitable for specific purposes. They begin to explore how materials can be changed.

Plant Survival

This project teaches children about the growth of plants from seeds and bulbs. They observe the growth of plants firsthand, recording changes over time and identifying what plants need to grow and stay healthy.

Summer

Animal Survival

This project teaches children about growth in animals by exploring the life cycles of some familiar animals. They build on learning about the survival of humans by identifying the basic needs of animals for survival, including food, water, air and shelter.


Year 3

Autumn

Skeletal and Muscular Systems

This project teaches children about the importance of nutrition for humans and other animals. They learn about the role of a skeleton and muscles and identify animals with different types of skeleton.

Spring

Forces and Magnets

This project teaches children about contact and non-contact forces, including friction and magnetism. They investigate frictional and magnetic forces, and identify parts of a magnet and magnetic materials.

Summer

Plant Parts

This project teaches children about wild and garden plants by exploring the local environment. They identify and describe the basic parts of plants and observe how they change over time.

Animal Parts

This project teaches children about animals, including fish, amphibians, reptiles, birds, mammals and invertebrates. They identify and describe their common structures, diets, and how animals should be cared for.

Summer

Plant Nutrition and Reproduction

This project teaches children about the requirements of plants for growth and survival. They describe the parts of flowering plants and relate structure to function, including the roots and stem for transporting water, leaves for making food and the flower for reproduction.

Light and Shadows

This project teaches children about light and dark. They investigate the phenomena of reflections and shadows, looking for patterns in collected data. The risks associated with the Sun are also explored.


Year 4

Autumn

Digestive System

This project teaches children about the human digestive system. They explore the main parts, starting with the mouth and teeth, identifying teeth types and their functions. They link this learning to animals’ diets and construct food chains to show the flow of energy.

Sound

This project teaches children about sound and how sounds are made and travel as vibrations through a medium to the ear. They learn about pitch and volume and find out how both can be changed.

Autumn

Circulatory System

This project teaches children about the transport role of the human circulatory system, its main parts and primary functions. They learn about healthy lifestyle choices and the effects of harmful substances on the body.

Spring

States of Matter

This project teaches children about solids, liquids and gases and their characteristic properties. They observe how materials change state as they are heated and cooled, and learn key terminology associated with these processes

Grouping and Classifying

This project teaches children about grouping living things, known as classification. They study the animal and plant kingdoms and use and create classification keys to identify living things.

Spring

Electrical Circuits and Conductors

This project teaches children about electrical circuits, their components and how they function. They recognise how the voltage of cells affects the output of a circuit and record circuits using standard symbols. It also teaches children about programmable devices, sensors and monitoring. They combine their learning to design and make programmable home devices.

Summer

Electrical Circuits and Conductors

This project teaches children about electrical appliances and safety. They construct simple series circuits and name their parts and functions, including switches, wires and cells. They investigate electrical conductors and insulators and identify common features of conductors. It also teaches children about programmable devices. They combine their learning to design and make a nightlight.


Year 5

Autumn

Forces and Mechanisms

This project teaches children about the forces of gravity, air resistance, water resistance and friction, with children exploring their effects. They learn about mechanisms, their uses and how they allow a smaller effort to have a greater effect.

Earth and Space

This project teaches children about our Solar System and its spherical bodies. They describe the movements of Earth and other planets relative to the Sun, the Moon relative to Earth and the Earth's rotation to explain day and night.

Spring

Human reproduction and Ageing

This project teaches children about animal life cycles, including the human life cycle. They explore human growth and development to old age, including the changes experienced during puberty and human reproduction.

Summer

Properties and changes in Materials

This project teaches children about the wider properties of materials and their uses. They learn about mixtures and how they can be separated using sieving, filtration and evaporation. They study reversible and irreversible changes, and use common indicators to identify irreversible changes.


Year 6

Summer

Light Theory

This project teaches children about the way that light behaves, travelling in straight lines from a source or reflector, into the eye. They explore how we see light and colours, and phenomena associated with light, including shadows, reflections and refraction.

Evolution and Inheritance 

This project teaches children how living things on Earth have changed over time and how fossils provide evidence for this. They learn how characteristics are passed from parents to their offspring and how variation in offspring can affect their survival, with changes (adaptations) possibly leading to the evolution of a species.