Science

"Equipped with his five senses, man explores the universe around him and calls the adventure science.” Edwin Powell Hubble

National Curriculum Aims

The national curriculum for 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 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

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.

The nature, processes and methods of science

‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. ‘Working scientifically’ will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control.

Spoken language

The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

School curriculum

The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key stage 1

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped 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 things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1.

Key stage 1 programme of study – Years 1 and 2

Working scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

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

Year 1 programme of study

Plants

Pupils should be taught to:

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

Pupils should be taught to:

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

Pupils should be taught to:

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

Pupils should be taught to:

observe changes across the 4 seasons
observe and describe weather associated with the seasons and how day length varies

Year 2 programme of study

Living things and their habitats

Pupils should be taught to:

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 and 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 microhabitats
describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Plants

Pupils should be taught to:

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

Pupils should be taught to:

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

Pupils should be taught to:

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

Lower key stage 2 – Years 3 and 4

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word-reading and spelling knowledge.

Lower key stage 2 programme of study

Working scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

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.

Year 3 programme of study

Plants

Pupils should be taught to:

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
investigate the way in which water is transported within plants
explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Animals, including humans

Pupils should be taught to:

identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
identify that humans and some other animals have skeletons and muscles for support, protection and movement

Rocks

Pupils should be taught to:

compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
describe in simple terms how fossils are formed when things that have lived are trapped within rock
recognise that soils are made from rocks and organic matter

Light

Pupils should be taught to:

recognise that they need light in order to see things and that dark is the absence of light
notice that light is reflected from surfaces
recognise that light from the sun can be dangerous and that there are ways to protect their eyes
recognise that shadows are formed when the light from a light source is blocked by an opaque object
find patterns in the way that the size of shadows change

Forces and magnets

Pupils should be taught to:

compare how things move on different surfaces
notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
observe how magnets attract or repel each other and attract some materials and not others
compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
describe magnets as having 2 poles
predict whether 2 magnets will attract or repel each other, depending on which poles are facing

Year 4 programme of study

Living things and their habitats

Pupils should be taught to:

recognise that living things can be grouped in a variety of ways
explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
recognise that environments can change and that this can sometimes pose dangers to living things

Animals, including humans

Pupils should be taught to:

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
construct and interpret a variety of food chains, identifying producers, predators and prey

States of matter

Pupils should be taught to:

compare and group materials together, according to whether they are solids, liquids or gases
observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

Sound

Pupils should be taught to:

identify how sounds are made, associating some of them with something vibrating
recognise that vibrations from sounds travel through a medium to the ear
find patterns between the pitch of a sound and features of the object that produced it
find patterns between the volume of a sound and the strength of the vibrations that produced it
recognise that sounds get fainter as the distance from the sound source increases

Electricity

Pupils should be taught to:

identify common appliances that run on electricity
construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
recognise some common conductors and insulators, and associate metals with being good conductors

Upper key stage 2 – Years 5 and 6

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read, spell and pronounce scientific vocabulary correctly.

Upper key stage 2 programme of study

Working scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

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 a 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

Year 5 programme of study

Living things and their habitats

Pupils should be taught to:

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
describe the life process of reproduction in some plants and animals

Animals, including humans

Pupils should be taught to:

describe the changes as humans develop to old age

Properties and changes of materials

Pupils should be taught to:

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
demonstrate that dissolving, mixing and changes of state are reversible changes
explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Earth and space

Pupils should be taught to:

describe the movement of the Earth and other planets relative to the sun in the solar system
describe the movement of the moon relative to the Earth
describe the sun, Earth and moon as approximately spherical bodies
use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Forces

Pupils should be taught to:

explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
identify the effects of air resistance, water resistance and friction, that act between moving surfaces
recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Year 6 programme of study

Living things and their habitats

Pupils should be taught to:

describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
give reasons for classifying plants and animals based on specific characteristics

Animals including humans

Pupils should be taught to:

identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
describe the ways in which nutrients and water are transported within animals, including humans

Evolution and inheritance

Pupils should be taught to:

recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Light

Pupils should be taught to:

recognise that light appears to travel in straight lines
use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Electricity

Pupils should be taught to:

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
use recognised symbols when representing a simple circuit in a diagram

Intent

At Mexborough St John, we aim to provide a high-quality science education through practical, engaging and explorative lessons that provide the foundations for understanding the world and how science has changed our lives and is vital to the world’s future prosperity. We aim to fuel children’s interest, promote purposeful questioning and support independent exploration in the world around them.

By the time pupils leave Mexborough St John, we aim to ensure they understand the basic workings of the world around them and inspire them to question the possibilities of the future.

Implementation

This policy promotes best practice and establishes consistency in Teaching and Learning across the whole school. It aims to ensure that all pupils are provided with high quality learning experiences to develop pupil’s life-long love of learning.

At Mexborough St Johns teachers plan stimulating lessons that will challenge pupil’s ideas about science and the world around them, ensuring they are always trying to make tangible links with other areas of their learning.

There is a clear progression in each unit, and this can clearly be seen throughout the school in each year group so that children are extending their knowledge from learning in previous year groups.

Intelligent repetition of key knowledge enables children to strengthen memory over time, thus leading to deeper understanding. It is essential that children remember the knowledge that they have been taught so that learning ‘sticks’ for them to understand new knowledge, make learning links and apply this is different contexts. The core skills of recall, understand, connect, and apply are used to facilitate this.

Teachers plan for problem solving and real-life opportunities that enable children to find out for themselves. Children are encouraged to ask their own questions and are given opportunities to use their scientific skills and research to discover the answers. Planning involves teachers creating practical, engaging lessons with opportunities for precise questioning in class to test conceptual knowledge and skills and assess children regularly to identify those children with gaps in learning.

Early Years Foundation Stage (EYFS):

Pupils develop basic understanding in foundation stage where they start to understand the world around them. Through first-hand experience, exploration and teacher-led questioning, children start to understand the basic concept of their world.

Key Stage 1 and 2:

In KS1, pupils begin to apply their science understanding taught at foundation stage to the wider world and begin to ask questions about the world around them. At this stage, simple scientific enquiries are carried out, starting with questioning, testing and making observations.

Key vocabulary is introduced at this stage that they will use and develop further as the progress through school.

As pupils move in to KS2, they begin to apply knowledge further and make greater links and connections between the world around them and how science impacts on this. Questioning becomes more focussed, and enquiries go further by delving in to the ‘how and ‘why’ of ideas and events.

Scientific vocabulary becomes more of a focus for children to explain and reason within scientific enquiry and scientific knowledge. Scientific enquiry is now introduced more formally with a progression of skills through the 2 key stages so that children can build on prior knowledge and create ‘sticky’ learning. Now children explore different ways of recording and presenting data, as well as making detailed and reasoned predictions that support their understanding, making links between scientific understanding/knowledge and enquiry.

Throughout EYFS and both key stages, the topics are introduced with a ‘Recap and Explore’ lesson where children recall their previous knowledge before exploring the background and context of their new topic. This allows children to remember their previous learning and explore how those skills and knowledge will be developed within the next topic lessons.

To provide further opportunities for ‘sticky learning’ children are given a 5in5 task at the start of each lesson (5 questions in 5 minutes based on previous lesson’s learning). They also carry out various retrieval tasks throughout lessons, which could be in the form of a quiz, game, memory dump etc.

Differentiation for vulnerable groups (SEND, Pupil Premium, etc.)

Our curriculum is intended to challenge all pupils whilst still allowing all pupils to access the learning at a level that suitable for them. Throughout the teaching sequence, we ensure learning is differentiated and support is deployed in appropriate places. This is done in a variety of ways including but not limited to: support staff, visual and practical resources or a simplified version of a task.

Work is presented in a variety of ways, including, storyboards, videos, photos, observations, practical enquiries etc and therefore is accessible to all children as well as those with SEND needs.

Impact

Pupils’ learning over time, reflects the intended curriculum. The concepts and big ideas provide the schema through which meaning is made and helps to ensure long term knowledge growth. This in turn ensures pupils know more and can do more.

Research shows that repetition of course content leads to sticky learning; the transfer of knowledge from the short term to long term memory. At Mexborough St John’s, we achieve this through regular retrieval practise. Retrieval practise takes place at the start of every lesson, allowing children to recap what they have learnt in the previous lesson as well as learning from further back. Children can speak with confidence about what they have learnt and how they can apply this to other parts of their learning. At the end of a unit, children collate their new knowledge in the form of a double page spread and are assessed on their knowledge through a topic quiz. Key concepts and misconceptions are then addressed in future lessons.

Knowledge Organisers

Knowledge organisers are a summary of the key facts and essential knowledge that pupils need about a unit of work or a curriculum subject.

Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are usually the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.

Pupils will review, revise and quiz themselves using their knowledge organisers. They are also useful tools for parents as they make them more aware of what their children are learning how to support them.

Our Science Knowledge Organisers