Science at Crowcroft Park Primary School

 

Intent

The 2014 National Curriculum for Science aims to ensure that all children:

· develop scientific knowledge and understanding of all three main branches of Science: biology, chemistry and physics;

· develop this understanding through different types of science enquiries that help them to answer scientific questions about the world around them;

· have the scientific knowledge required to understand how science has changed and continue to changes our lives as well as being vital to the world’s future prosperity.

At Crowcroft Park Primary School, we embed each of these skills by delivering a curriculum that is planned and sequenced so that new knowledge and skills carefully build on what has been taught before. Essential skills such as observing, classifying, gathering and recording data are taught in practical sessions so that the children are able to investigate and draw their own conclusions. We want all children to enjoy this subject and encourage them to develop a sense of curiosity and excited wonder about the world in which they live so that they generate their own questions which can be tested and explored using a range of equipment. We believe this leads to our pupils becoming independent scientists who are well equipped to apply their learning beyond the classroom.

Crowcroft Park Primary School – Science Planning Overview

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

‘Working Scientifically’ statements

Year 1

- Body parts and senses (Short unit)

- Seasonal changes (Autumn)

 

 

 

- Animals including humans (linked to local environment)

- Seasonal changes (Autumn/Winter)

 

- Everyday materials

- Seasonal changes (Winter)

 

 

 

 

- Animals, including humans (diet)

- Seasonal changes (Spring)

 

 

 

- Plants (growing vegetables and flowers)

- Seasonal changes (Spring/

Summer)

 

 

- Plants and animals (linked to local environment and seaside)

- Seasonal changes (Summer)

 

1. I ask simple questions.

2. I recognise that questions can be answered in different ways.

3. I perform simple tests.            

4. I can compare things. I sort them and group them.      

5. I observe closely.       

6. I use simple equipment to make measurements.

7. I gather and record simple data in different ways.

8. I talk about what I have found out.     

9. I use simple equipment to make measurements.

Year 2

- Humans (health, exercise, food and hygiene)

 

 

 

 

- Living things and their habitat (non-European location linked to geography)

 

- Uses of everyday materials

 

 

 

 

- Plants (gardening and allotment topic)

 

 

 

Year 3

 

- Animals, including humans

 

 

- Forces and magnets

 

 

- Light

 

 

 

- Plants

 

 

 

-Rocks

 

 

 

1. I ask my own questions. I use different ways to answer them.   

2. I set up my own simple tests.

3. I make careful observations. 

4. I use different equipment to measure accurately in standard units.      

5. I gather, record, classify and present data in different ways.  

6. I explain what I have found out using speaking and writing.    

7. I draw simple conclusions and make predictions for new values.

8. I use relevant scientific language.

9. I suggest improvements and raise further questions.

Year 4

 

- Sound

 

 

 

- Animals, including humans.

 

 

- States of matter

 

 

- Electricity

 

 

 

- Living things and their habitats

 

 

Year 5

 

- Earth and Space

 

 

 

- Properties and changes of materials

 

 

 

 

- Forces

 

 

 

 

 

- All living things and their habitats

- Animals, including humans

 

1. I ask different kinds of questions.

2. I plan different types of scientific enquiries to answer questions. 

3. I can set up fair tests when necessary.               

4. I decide what observations and measurements to make.              

5. I use different scientific equipment to measure with precision. I can repeat readings.            

6. I decide how to record data and results. I can use graphs, charts etc.          

7. I report and present findings orally and in writing including displays and presentations. 

8. I use relevant scientific language and illustrations.      

9. I use results to make predictions and set up more tests (including fair tests).

Year 6

- Living things and their habitats

- Characteristics of organisms including micro-organisms; classification.

- Evolution and inheritance (link adaptation to Frozen Planet)

 

 

 

- Animals including humans

(circulatory system, diet, drugs, exercise and lifestyle)

 

 

 

- Light

 

 

 

 

 

 

 

- Electricity