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The Duke of Norfolk CofE Primary School

Science

The Duke of Norfolk CE Primary

Science

Purpose of study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

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.

Whole School Science Overview

Intent: We intend to build on children’s understanding of the world at the end of Reception by extending

Their knowledge of biology, physics and chemistry through key stages one and 2 to enable pupils to be ready for science at secondary school. Pupils will be taught essential aspects of the knowledge, methods, processes and uses of science and key scientists from the past. Through building up a body of key foundational knowledge and concepts, pupils will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. They will develop understanding through different types of science enquiries that help them to answer scientific questions about the world around them.

The programmes of study describe a sequence of knowledge and concepts. It is important that pupils make progress but the focus is also important to develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Pupils will be familiar with, and use, technical terminology accurately and precisely. The programmes of study will link to their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. Over the course of six year, pupils will develop greater understanding of how to working scientifically. This includes observing over time; seeking patterns; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources.

 

Investigations

 

It is essential that children experience and understand the full cycle of experimental science. This cycle is outlined below. Specific skill elements of investigations are to be covered discretely across the curriculum however all children should have the opportunity to work through the full process at least once a term this could be as part of the lessons mapped out or as a distinct separate block. The investigation should link closely with the lesson plans. There are numerous examples of fair tests in the scheme and these can be used as a starting point. Use Appendix A to see skills progressions being taught.

 

 

 

Science Long Term Plan Cycle 1

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1 and 2

Asking questions and making simple tests to answer them

 

Who am I?

 

The human body

 

The senses

and how they relate to the human body.

 

Arctic and

Antarctic habitats. Camouflage. Adapting to polar extremes.

 

Testing

materials for waterproof, windproof and sun proof.

 

Invertebrates.

 

Body parts, habitats, food chains.

 

Seagulls,

puffins and crabs, body parts and habitats.

Year 3 and 4

Predict, Test and Measure

 

Rocks and

their properties.

 

Skeletons,

muscles, joints.

 

Reflection.

Light sources. Mirrors

 

Pollination.

The function of a leaf, root. Parts of a flower.

 

 

Space, the

moon, Earth and Sun. Orbits and rotations.

 

Magnetism.

Poles. The Earth as a magnet.

Year 5 and 6

Variables

 

Plant

classification. Fungi.

 

The circulation system.

Function and action of heart and lungs. Impact of drugs.

 

Natural selection, evolution, inheritance

 

Light.

Reflection and refraction.

 

Sources of

electricity.

 

Human life

cycles. Puberty. Changes to humans during puberty.

 

 

 

Science Long Term Plan Cycle 2

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Y1/2

Sorting and Classifying

 

Healthy

eating, exercise and avoiding germs and illness.

 

Materials and

their properties. Sorting and classifying materials.

 

Invertebrates

arachnids, insects and sponges.

 

Forces –

pull, push. How forces make things move.

 

Conditions for

herbs, fruit and vegetables to grow. Parts of a plant.

 

Irreversible

change in cooking. Hygiene, healthy food.

Y3 and 4

Fair Tests

 

Sound. Pitch,

vibrations and how humans hear sound.

 

How animals

make and hear sounds.

 

The three

states of matter

 

The types

and function of different teeth

 

Inventors. Electric

circuits, conductors

 

Bubbles

and solutions.

Y5 and 6

Identifying, controlling and testing variables

Solar system, why we have days, years and tides.

Materials. Dissolving materials to make solutions and evaporation.

Forces – gravity, air and water resistance and friction.

Human life cycles. Puberty. Changes to humans during puberty.

 

Life cycles. Forensic analysis,

DNA, fingerprints, paper chromatography.

Plant and animal reproduction – move to Aut 2.

 

'From tiny acorns, great forests grow.'
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