1. Prae Wood Primary School
Science
Prae Wood Primary School

2. 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.

3. 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

4. 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

5. 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

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.