Science

This page provides prospective parents and visitors with a glimpse into our curriculum. Parents of Blue School pupils are provided with detailed guides to subject planning in the form of ‘Knowledge Organisers’ in Parent Zone.

Science Sequence

Science Curriculum

Our vision in science is to encourage curiosity in children so that they ask questions that fuel explorations and investigations about the universe we live in.

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Aims

In line with understanding the world in Early Years and the Science Programmes of Study KS1 and KS2, the school 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 different types of science enquiries that help them to answer scientific questions about the world around them
are equipped with the scientific knowledge they require to understand the uses and implications of science, today and for the future
To use and understand the correct terminology in science.

Objectives

Working Scientifically requires:

Questioning
Scientific enquiry – observing changes, finding patterns, grouping and classifying, fair testing and researching using secondary sources
Drawing conclusions based on data and observations
Using evidence to justify ideas
Using scientific knowledge to explain findings

This is part of the Y6 science topic – Animals Including Humans – human circulatory system and describing the functions of the heart, blood vessels and blood.

Teaching and Learning

Intent – Scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school.
Implementation – A knowledge organiser which outlines knowledge (including vocabulary) all children must master; A cycle of lessons for each subject, which carefully plans for progression and depth; A quiz, that can be used as a pretest and to test knowledge at the end of the unit; Challenge questions for pupils to apply their learning and trips and visits from experts who will enhance the learning experience.
Impact – A reflection on standards achieved against the planned outcomes; Tracking of knowledge in pre and post learning quizzes and written investigations; Pupil discussions about their learning.

Our Journey

In EYFS

In Early Years the children explore the natural world around them, making observations and drawing pictures of animals and plants.
In the Nursery we look at plants. Seeds are planted by the teacher and children; the children also help to take care of the growing plants, such as watering them when they are dry.

In Reception classes the children plant seeds and make careful observations of the changes over time and make recordings of their findings.

In Key Stage 1

The children will develop the skills of asking simple questions, observing closely and using simple equipment.

Year 1 classes also study plants. This involves creating 3D flowers using a variety of colourful materials. They look carefully at pollen and understand more about the role it plays in the growing of plants. The children create large pollen sculptures out of clay.

Year 2 classes look at different Materials. They learn how to make a fair test to see which materials would keep Teddy dry when it’s raining. The children also focused on writing a conclusion.

In Lower Key Stage 2
The children learn the skills for setting up simple practical enquiries, comparative and fair tests.
In Year 3 the children look at different forces. They investigate the effects of friction on different surfaces using toy cars and a ramp with different materials. The children conclude which material had the most friction.

In Year 4 the children look at different habitats. The children make Choice Chambers to investigate which conditions their chosen mini beast prefers. The children focus on making their investigation a fair test.

In Upper Key Stage 2

The children work scientifically by planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

In Year 5 the children study Forces following on from their Year 3 topic. The children investigate the forces that influence the movement of a balloon-powered car. The variables that change and stay the same are a focus point in this investigation.

In Year 6 the children study Animals including Humans. The children create their own investigation to find out – What effect does exercise have on our hearts? They consider what variables will change and which will stay the same.