Prae Wood Primary School Science Prae Wood Primary School

Science in EYFS Science in Early Years is within the ‘Understanding of the World’ area of learning. (Specific) It also links with Physical Development (Prime) and Expressive Art and Design (Specific) Science is introduced through activities which enable children to explore and build up skills in observing, predicting, making links, solving problems and talking about the world around them.

Working Scientifically Science in EYFS Knowledge Topic Year N Year R Our senses   Using senses to explore sounds, textures, smells etc. Our bodies Observes the effects of activity on their bodies. Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Cooking Making different food and observing changes that happen. Eats a healthy range of foodstuffs and understands need for variety in food Cooking food from different cultures – talking about the changes that happen Making observations of animals & plants. Shows care and concern for living things and the environment. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Looks closely at similarities, differences, patterns and change. They make observations of animals and plants and explain why some things occur, and talk about changes. Explaining how things occur. Talks about why things happen and how things work. They talk about the features of their own immediate environment and how environments might vary from one another Similarities / differences in relations to living things. Developing an understanding of growth, decay and changes over time. Children know about similarities and differences in relation to places, objects, materials and living things. Working Scientifically Observation using all of the senses Classification and sorting Predicting Making links between case and effect. Linked in with the Characteristics of effective learning Creating and Thinking Critically Engagement

Changes to Science in the National Curriculum 2014 Not split into SC1, SC2, SC3, SC4 each year group has set sequence of knowledge and concepts within the Programmes of Study. Some themes have been split e.g. SC2 - Life Processes & Living Things" section from the 2000 curriculum has been split out into "Animals including humans", "Plants" and "Living things and their habitats" in the new 2014 curriculum. Evolution will be taught for the first time

Changes to Science in the National Curriculum 2014 SC1 ‘Scientific enquiry’ has been replaced by ‘Working Scientifically’ Big emphasis on ‘Working Scientifically’ children should use simple equipment and perform simple tests. This makes the science more hands-on for the children and enables them to fully experience science for themselves rather than by just videos and demonstrations. Strong focus on scientific knowledge and language, rather than understanding the nature and methods of science in abstract terms

Science in the National Curriculum 2014 Programmes of Study are set out for each Year Group Y1-Y6 Within the Programmes of study each year group has set content to learn in a topic e.g. plants, materials, seasonal changes. ‘Working Scientifically’ is described separately in the Programmes of study and spans the Key Stage – Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2. ‘Working Scientifically’ must always be taught through and clearly related to the teaching of Science content in the Programmes of study.

Science - Curriculum Aims The National Curriculum in 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 the different types of science enquires that help them to answer specific 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. Scientific knowledge and conceptual understanding POS seqeunce of knowledge and concepts, develop secure understanding Use technical terminology accurately and precisely build up specialist vocabulary Nature processes and methods od science ‘Working scienctifically’ specifies the understandning of the nature processes and methods of science for each year group should be embedded throughout content and not taught seperately.

Working Scientifically Science in KS1 Knowledge Topic Year 1 Year 2 Plants Plants & trees Identifying, comparing similarities & differences Leaf collection-naming, sorting and describing Growing plants Observe and describe how plants grow Plant investigation-what a plant needs to grow Do the tallest plants have the longest roots? Surfaces for growing Animals including humans My Senses Identifying & labelling parts of the body & where the senses are. Investigating how we use our senses Health-incl. animals, basic needs, development, human exercise.   Offspring Needs Exercise Diet Hygiene Does the tallest person have the biggest feet? Materials Investigating what would be the best waterproof material for a crown Suitability of materials Changing shape-squashing and bending Investigation-best material Comparing use of materials Clothing Seasonal Changes Seasons & weather Focussing on the changes between Autumn & Winter Seasonal Changes – Spring Looking for signs of growth & change within the school grounds/Verulanium park Seasonal Changes – Summer; comparing our season of summer with another country, Australia? Cycle of life yearly Tree Collecting rain Hours of daylight Habitats Living things and their habitats Living and non-living Food chains Mini-beast investigation dark/light and counting mini-beasts in a hoop Working Scientifically asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions.

Working Scientifically Science in Lower KS2 Knowledge Topic Year 3 Year 4 Light and shadow comparison of light and dark. Reflection Light sources shadows   Forces and magnets types of forces magnetic forces identify and sort magnetic materials magnetic poles Rocks and fossils compare and classify different types of rocks. how fossils are formed. recognise what soils are made from. The Human Skeleton identify that humans and some other animals have skeletons and muscles for support, protection and movement. Plants identify and describe the functions of different parts of flowering plants explore what plants need to grow investigate the way in which water is transported within plants life cycle of flowering plants Living things and their habitats explore classification keys to identify and sort living things. recognise that environments can change Recognise the dangers in the environment to living things. Sound identify how sounds are made. Link sound and vibrations find patterns between sounds and their sources link sounds and distance. Electricity identify common appliances that run on electricity construct a simple series electrical circuit, identifying and naming its basic parts identify faults in a circuit identify and name conductors 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 food chains States of matter solids, liquids and gases observe that some materials change state when they are heated or cooled, measure or research the temperature at which states of materials change in degrees Celsius (°C) evaporation and condensation Working Scientifically asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings.

Working Scientifically Science in Upper KS2 Knowledge Topic Year 5 Year 6 Chemists Spencer Silver, Ruth Benerito   Forces gravity air resistance, water resistance and friction recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect Living things and habitats comparing different life cycles reproduction in some plants and animals. Explore the classification of micro-organisms, plants and animals Carl Linnaeus Earth & Space Explore the relationship between the Earth and the sun Explore the relationship between the moon and the earth describe the Sun, Earth and Moon day and night cycles Animals describe the changes as humans develop to old age. reproduction the human circulatory system the impact of diet, exercise, drugs and lifestyle Evolution & inheritance recognise that living things have changed over time fossils changes in offspring adaptation genes, nature vs. nurture, Darwin Electricity change circuits to make them more or less efficient. Compare and ex[plain variations in circuits. circuit diagrams Light How light travels How light travels into our eyes and we see things Light and shadow. Working Scientifically  planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments.