Science
A high-quality science education provides the foundations for understanding the world around us. We strive to nurture young scientists in our school through encouraging their curiosity and developing their understanding of how the world works. Pupils are encouraged to ask questions about what they notice.
We aim to expand pupils’ scientific knowledge and skills as they progress through school alongside the confidence to investigate, experiment and work scientifically.
Pupils are supported to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including
observing changes over a period of time, noticing patterns, grouping and classifying
things, carrying out simple comparative tests, and finding information using secondary sources of information.
In line with the National Curriculum, we aim to ensure that all pupils:
- develop scientific knowledge and conceptual understanding
- 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 required to understand the uses and implications of science, today and for the future.
The Trust has a three-tiered approach to science that drives our approach.
The first tier is the long-term science overview outlined below. The Science Programme of Study has been carefully mapped to each of the themes within the E3L curriculum each half term to make meaningful connections where possible.
The second tier are the science-driven themes e.g. Galaxy Quest in Year 5 which focusses on Earth and Space. These themes have Science as the driving subject.
The final tier is the supplementary science included in E3L themes. Some Explores in themes that are not Science driven are science focussed allowing further opportunities to develop scientific knowledge and skills.
Long term Science overview:
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Year 1 | Seasonal Change | Everyday materials | Animals, including humans (Identify, name and draw and label the basic parts of the human body and say which part of the body is associated with each sense) |
Plants | Animals, including humans (Carnivores, herbivores, omnivores Everyday materials Focus on natural materials: wood, water and rocks) |
Animals, including humans (Describe and compare the structure of a variety of common animals including pets) |
| Year 2 | Plants | Uses of everyday materials (Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.) |
Uses of everyday materials | Living things and their habitats | Animals, including humans | Uses of everyday materials (Identify and compare the suitability of a variety of everyday materials) |
| Year 3 | Forces and Magnets | Rocks (Rocks and soils) |
Animals, including humans | Plants | Light | Rocks (Rocks And fossils) |
| Year 4 | Sound | States of matter 1)Solids, liquids, gases 2)Heating and cooling |
Electricity | States of matter (water cycle) |
Animals, including humans 1)Digestive system 2) Teeth and functions |
Living things and their habitats (Animals, including humans: Food chains) |
| Year 5 | Animals, including humans (Describe the changes as humans develop to old age) |
Forces (Gravity / air resistance and friction) |
Earth and Space | Forces (Recognise that mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect) |
Living things and their habitats (Lifecycles of mammals and insects linked to the plague) |
Properties and changes of materials |
| Year 6 | Evolution and Inheritance | Living things and their habitats | Animals, including humans (Heart and circulatory system) |
Animals, including humans (Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function) |
Electricity | Light |
