Science Programme of Study Across the school 2019-2020

Science Week

 

Intent of Curriculum:
·         Our unique inclusive curriculum which is ever evolving around the current school profile provides opportunities for all children to develop the essential Scientific knowledge, language and skills which as the foundations for life.

·         It is cumulative and is clearly sequenced to ensure progression from starting points through each year.

·         This curriculum provides equality for all; high expectations of all groups aim to diminish any significant differences.

·         Planning and teaching of Science equips children with the knowledge and cultural capital they need to thrive as citizens within the locality and beyond.

Implementation:
·         CPD for teachers and teaching assistants which utilises leaders’ expertise and knowledge as well as external providers, is focused to ensure that teaching staff are best equipped to teach the planned Scientific curriculum and provide challenge for all learners, drawing on their own experiences.

·         High expectations of all children enable children to excel from their starting points, whilst contributing to their high levels of well-being and classroom behaviour.

·         Precision planning for specific cohorts ensure that children master concepts at an appropriate pace in order to embed and maintain appropriate Scientific knowledge and skills.

·         Individualised specialist support is provided for practitioners to ensure that the provision on offer for pupils with SEND ensures the best outcomes for pupils and is targeted to individual needs to accelerate progress.

·         Assessment for learning is at the root of the curriculum design, enabling children to extend knowledge and skills in Science and Understanding of the World (EYFS).

·         Rigorous monitoring of pupil progress is used to ensure that provision is fluid and adapted to diminish difference and raise attainment for key groups and individuals.

·         Highly effective questioning is used regularly to challenge and tease out information from all pupils and address any misconceptions as they occur.

·         Pupils are encouraged to develop a growth mind-set and understand that they have to work hard to achieve. They are praised for effort and children are proactive in identifying their best learning which is celebrated within the classroom verbally or on the ‘wow wall’

·         Highly trained and skilled Teaching Assistants are deployed effectively to maximise progress and raise attainment for all pupils, with particular focus on key groups within each year group.  They are proactively involved in marking, assessment and identifying and addressing school priorities.

 

Impact:
·         To enable children to foster a life-long love of Science in our children through early educational opportunities and prepare gifted children to become exceptional scientists.

·         To allow children to feel confident to use their Scientific skills to explore a range of opportunities and experiments.

·         To ensure Science is delivered throughout the school will create a fun and exciting environment, with less paper and powerpoints!

·         To allow the learning experience and environment to be continually creative, challenging, exciting, relevant and forward thinking.

·         To encourage Science to be available daily during Child Initiated times to allow the children to explore the world in which they live.

·         To ensure that there is an effective partnerships between children, staff, parents, governors and the wider community are central to the success of our children across the school.

·         To allow the children are continually taught to discuss, question and communicate their findings effectively when completing their Science investigations.

 

 Reception- Knowledge and Understanding of the world

Term 1 – Welcome, Welcome!- My family, Using the camera, IWB IPad.

Term 2- Once Upon a Time-Using the camera, IWB, IPad, similarities, differences and change Seasonal walk.

Term 3- Super Me!- What we need to keep healthy.

Term 4- A Bugs Life- Exploring outdoor area and the creatures we can find, sorting and classifying them, using microscopes

Term 5- Hocus Pocus- Exploring how things change i.e. water, plants, food.

Term 6- Taking Flight- Road safety, exploring how vehicles move, what we travel in and why.

The World

Understanding of the world develops as children take notice of everything around them including places and all the things within them such as trees in the natural environment and roads and traffic in the built environment. Finding out about places begins initially when a child learns about their own home and the things nearby, then later as children notice things on journeys to and from home – such as the sequence of the traffic lights or names on street signs. This awareness is extended by visiting places and finding out about different elements of environments in books, on TV and through using other technology. This aspect also focuses on learning about cause and effect and is developed through having conversations with adults and other children about the things they observe.

Skills-

22-36 months

  • Enjoys playing with small-world models such as a farm, a garage, or a train track.
  • Notices detailed features of objects in their environment.

30-50 months-

  • Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
  • Can talk about some of the things they have observed such as plants, animals, natural and found objects.
  • Talks about why things happen and how things work.
  • Developing an understanding of growth, decay and changes over time.
  • Shows care and concern for living things and the environment.

40-60+ months-

  • Looks closely at similarities, differences, patterns and change.

Early Learning Goal-

  • Children know about similarities and differences in relation to places, objects, materials and living things.
  • They talk about the features of their own immediate environment and how environments might vary from one another.
  • They make observations of animals and plants and explain why some things occur, and talk about changes.

Year 1- Science

Term 1- Under the Sea- Learning about Common animals, especially Fish and amphibians. Being able to describe how they are different and specific features they have.

Term 2- When you wish upon a star- Not taught, but ID opportunities provided.

Term 3- Toy Story- Materials- Exploring the properties and different types. Children to carry out investigations to test them.

Term 4- Circle of Life- Naming birds. Researching and learning about different Carnivores, herbivores and omnivores. As well as exploring seasonal changes Autumn/winter.

Term 5- Be Our Guest- Animals/ human body. What each have and understanding purposes and benefits. Extending our ability to learn scientifically and labelling different part of the human body and linking it to the senses.

Term 6- What a Wonderful World- Learning about plants, trees.

National Curriculum objectives: In this unit, children will be taught to:
KS1 Working Scientifically

 

Pupils will be taught to use the following practical scientific methods, processes and skills:

·         asking simple questions and recognising that they can be answered in different ways

·         observing closely, using simple equipment and measurement

·         performing simple tests

·         identifying and classifying

·         using their observations and ideas to suggest answers to questions gathering, recording and communicating data and findings to help in answering questions.

·         use scientific language and read and spell age-appropriate scientific vocabulary

·         begin to notice patterns and relationships.

Plants-

·         identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

·         identify and describe the basic structure of a variety of common flowering plants, including trees.

Animals, including Humans-

·         identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

·         identify and name a variety of common animals that are carnivores, herbivores and omnivores

·         describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

·         identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Everyday Materials-

·         distinguish between an object and the material from which it is made

·         identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

·         describe the simple physical properties of a variety of everyday materials compare and group together a variety of everyday materials on the basis of their simple physical properties.

Seasonal Changes –

·         observe changes across the four seasons

·         observe and describe weather associated with the seasons and how day length varies.

 

Year 2- Science

Term 1- Truly Scrumptious- Humans- being healthy, babies to adults and hygiene

Term 2- Out of This World- Life processes, categorising living and not living. Planting bulbs.

Term 3- On Safari- Habitats and food chains.

Term 4- It’s a Kind of Magic- Animal’s needs, life cycles.

Term 5- Myths and Legends- Plants: planting/ experiment growing.

Term 6- Oh I do Like to be Beside the Seaside- Materials: uses of everyday materials, suitability. Fairy-tale investigations.

National Curriculum objectives: In this unit, children will be taught to:
KS1 Working Scientifically

 

Pupils will be taught to use the following practical scientific methods, processes and skills:

·         asking simple questions and recognising that they can be answered in different ways

·         observing closely, using simple equipment and measurement

·         performing simple tests

·         identifying and classifying

·         using their observations and ideas to suggest answers to questions

·         gathering, recording and communicating data and findings to help in answering questions.

·         use scientific language and read and spell age-appropriate scientific vocabulary

·         begin to notice patterns and relationships.

Living Things and their Habitats

·         explore and compare the differences between things that are living, dead, and things that have never been alive

·         identify that most living things live in habitats to which they are suited

·         describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

·         identify and name a variety of plants and animals in their habitats, including micro-habitats

·         describe how animals obtain their food from plants and other animals

·         understand a simple food chain, and identify and name different sources of food.

Plants- 

·         observe and describe how seeds and bulbs grow into mature plants

·         find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Animals including Humans-

·         notice that animals, including humans, have offspring which grow into adults

·         find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

·         describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Uses of Everyday Materials-

·         identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

·         find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.