Our Intent: At Our Lady’s, we aim to equip all pupils with the essential aspects of the knowledge, methods, processes and uses of science.
Through building up a body of key foundational knowledge and concepts, pupils develop a sense of excitement and curiosity about natural phenomena and by working scientifically, pupils will understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Our curriculum is designed to meet the aims and objectives set out in the National Curriculum. Our curriculum map identifies the learning that takes place across each year group. Planned sequences ensure the children build on their prior learning, address misconceptions and have the opportunities to work scientifically to allow them to show their understanding of the knowledge being taught.
Expanding our children’s understanding of scientific vocabulary is a key focus within each new unit. Key words are displayed in the classroom and knowledge organisers are used to reinforce this. Related non-fiction texts are also identified in sequences of learning for teachers to use to support their teaching and provide opportunities for children to practise and develop their reading skills across the curriculum.
At Our Lady’s, we make the learning of science interactive and engaging through the use of scientific resources and activities. The teaching of Science begins in Nursery and Reception through the Understanding of the World specific area of learning.
Our Science Curriculum is designed to meet the aims and objectives set out in the National Curriculum (2014). Our Science Curriculum Map identifies the key learning that takes place across each year group. Planned sequences ensure the pupils build on their prior knowledge, address misconceptions and allow pupils opportunities to work scientifically to demonstarte their understanding of the knowledge being taught.
In addition TAPS (Teacher Assessment in Primary Science) and Enquiry Skills (Primary Science Teaching Trust) are used to provide a framework of focused activities and assessments for all ‘Working Scientifically’ progression throughout the school. Each year group teaches science as a minimum fortnightly and mainly weekly throughout the academic year following the long term plan for Science. The organisation of age appropriate content and technical vocabulary enables pupils to discuss, investigate and evaluate in all areas of science and long term plans have been devised to enable children to easily see the link between their science learning and other curriculum areas.
The teaching of Science at Our Lady’s begins in EYFS through the Understanding of the World. Based on the requirements of the EYFS framework and guided by Development Matters, children start to explore the natural world around them, making observations and identifying similarities and differences.
These personal experiences begin to develop the children’s curiosity, awe and wonder and these are the building blocks for the children knowledge and skills as they move into the Year 1 Science Curriculum and beyond.
In Key Stage 1, children begin to experience and observe phenomena through a range of exciting, purposeful experiments, scientific enquiry and comparative tests, such as, testing various materials, melting ice and observing plants grow in different environments. This in turn enables children to discuss how tests are carried out fairly, observe over time and seek patterns.
In Key Stage 2, children build on their prior knowledge from learning in KS1, they are taught more in depth concepts of scientific approaches to previously taught topics such as plants and animals including humans. Through a range of trips and investigations, for example, environmental walks and dissection of lambs hearts, the children will continue to study fair testing, draw on simple conclusions and make predictions while reporting on findings from enquiries, including presenting them orally, in written pieces of work and as data in a variety of ways.
There are many excellent ideas on the internet to make teaching and learning of science fun and interesting. Here are just a few.
STEM have some great activities to do at home. Some examples include: designing a boat using playdough or kitchen foil and observing the phases of the moon over time.
The Primary Science Teaching Trust has created activities for children to have some fun with science using everyday, household resources. Check it out here:
TTS have brilliant free activity books to download for all primary age children. These include not just science, but activities across all subjects. Hours of fun and learning to be had here.
Nursery visited Chester Zoo to give the children first-hand experiences of animals that they could then talk about.
The children talked about the zoo animals that they had observed through playing ICT games centred on working out the zoo animals based on clues linked to adaptions.
The children also talked about the zoo animals that they had observed through small world play centred on zoo animals.
Year 2 visited Knowsley Safari Park.
They also investigated colour mixing.
…and finding out why it is important to not spread germs by testing how far a ‘sneeze’ can travel!
Mad Science Club
The children have really enjoyed participating in the Mad Science after school clubs.
Quantum Theatre
The children enjoyed a wonderful performance from the Quantum Theatre today entitled ‘Bin Raider.’ This play delivered the message of recycling and reusing in order to protect our planet. The children loved it!
Look at the wonderful science learning taking place at home!
The Natural History Museum has a plethora of activities that children can immerse themselves in. These include films, articles and downloadable resources.
Please find below the national curriculum programme of study and the topic order that each year group will cover this year. Practical science is embedded in our curriculum and the overview gives just one example for each unit.
Children will encounter many new words in science. Key vocabulary is displayed in each class and definitions discussed. Here is the key vocabulary children will learn in each year group.
KS1 Suggested Science Vocabulary (Year 1)
Working Scientifically Question, find out, observe, describe, test, compare Measure, length, height, mass/weight, time, temperature Record, results, table, chart, pictograph, block graph, bar chart
Plants Leaves, flowers, blossom, petals, fruit, roots, bulb, seed, trunk, branches, stem Names of plants in their local environment for example Grass, Clover, Daisy, Buttercup, Dandelion, Oak, Holly, Daffodil, Tulip etc. and plants they grow to eat such as lettuce, tomatoes, cucumber, radish, herb etc.
Animals including humans Fish, amphibian, reptile, bird, mammal Common names of Fish, amphibians, reptiles, birds, mammals including pets and those found in the local environment Common structure of animals including humans including : Head, face, ears, hair, eyes, nose, mouth, teeth, cheek, chin, neck ,body, arms, hands, fingers, paws, fins, wings, legs, feet, toes, tail, skin, scales, fur, feathers Herbivore, carnivore, omnivore See, look, hear, listen, touch, feel, taste, smell
Everyday materials Wood, plastic, glass, metal, water, rock, brick, paper, card, rubber, fur, fleece, cotton, wool, polyester, cotton wool. Names of common objects made from these materials e.g. door, building block, window, pencil sharpener, teddy etc Soft, hard, rough, smooth, stretchy, stiff, shiny, dull, rough, smooth, flexible, waterproof, absorbent, opaque, transparent, translucent
KS1 Suggested Science Vocabulary (Year 2) Working Scientifically Question, find out, observe, describe, test, compare Measure, length, height, mass/weight, time, temperature Record, results, table, chart, pictograph, block graph, bar chart
Living things and their habitats Living, dead, non-living Habitat, micro habitat, food chain Field, Hedgerow, pond, woodland, seashore, ocean, rainforest, arctic, desert, Air, food, water, shelter, heat, warmth, sun
Plants Seeds, bulbs, grow, healthy, water, light, temperature, soil, nutrients Leaves, flowers, blossom, petals, fruit, roots, trunk, branches, stem Names of plants in their local environment for example grass, Clover, Daisy, Buttercup, Dandelion, Oak, Holly, Daffodil, Tulip etc. and plants they grow to eat such as lettuce, tomatoes, cucumber, radish, herb etc.
Animals including humans Reproduce, offspring, grow, adults (Fish, amphibian, reptile, bird, mammal, humans) Survival, water, food, air, shelter Exercise, fit, healthy, food, fruit, vegetables, meat, fish, eggs, nuts, pulses, beans, milk, cheese, bread, pasta, rice, butter, vegetable oil, olive oil Common names of Fish, amphibians, reptiles, birds, mammals including pets and those found in the local environment Common structure of animals including humans including : Head, face, ears, hair, eyes, nose, mouth, teeth, cheek, chin, neck ,body, arms, hands, fingers, paws, fins, wings, legs, feet, toes, tail, skin, scales, fur, feathers Herbivore, carnivore, omnivore
Uses of Everyday materials Wood, plastic, glass, metal, water, rock, brick, paper, card, rubber, fur, fleece, cotton, wool, polyester, cotton wool. Words to describe why certain materials are suitable for particular uses e.g. soft, hard, rough, smooth, stretchy, stiff, shiny, dull, rough, smooth, flexible, waterproof, absorbent, opaque, transparent, translucent Squash, bend, twist, stretch
LKS2 Suggested Science Vocabulary (Year 3) Working Scientifically Question, find out, observe, describe, test, compare, explain, accurate, predict Measure, length, height, mass/weight, time, temperature, tape measure, thermometer, data logger Record, results, table, chart, pictograph, block graph, bar chart
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