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Science

Science programmes of study: Key Stages 1 and 2

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, and 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

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

  • 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

We started our journey to improve the teaching and learning of Science for every child in September 2018. Science is led by Mrs J. Bowns who draws upon and uses current research and pedagogy to shape the curriculum and drive and improve standards. This document sets out our approach and the teaching and learning of Science.

At Coleridge Primary School we aim to provide a high quality, inclusive Science curriculum which provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. We feel it is vital and essential to the world’s future prosperity that all pupils are taught knowledge, skills, methods, processes and uses of Science. We believe Science should create excitement and curiosity but should also encourage children to express their thoughts, observations, explanations of what is happening, make predictions and enable them to analyse their findings.

Planning

Science is planned using the National Curriculum programmes of study and ‘Understanding the world’ in the Early Years Foundation Stage. Each programme of study is mapped out on a long term plan which ensures clear coverage across year groups and phases. The next part of the planning process is where the learning objectives and key scientific concepts are formulated on to a medium term plan. Staff use the progression of skills document to ensure that the learning is both sequential and progressive from one year and phase to the next.

Teaching and learning

To ensure high standards of teaching and learning in Science, Staff have good subject knowledge due to the CPD they engage with and their outward facing approach to their practices. The carefully designed Science curriculum provides our children with rich, meaningful and a wide range of learning experiences that aim to:

  • Prepare our children for life in an increasingly scientific and technological world today and in the future.
  • Help our children acquire a developing understanding of the nature, processes and methods of scientific ideas.
  • Support and develop but also extend our children’s scientific understanding of their world.
  • Build on our children’s natural curiosity whereby they develop a scientific approach to problem solving.
  • Encourage thinking skills, self-assessment, resilience and develop their investigative skills – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
  • Develop and extend their scientific vocabulary and application.
  • Make links between Science and other subjects across the curriculum.

We adopt and use a variety of teaching and learning approaches in our science lessons. Our primary aim is to develop children’s knowledge, skills, independence and understanding. This can be done through whole class teaching, while at other times we engage the children in an enquiry based research activity. We actively promote and encourage the children to generate their own as well as answer scientific questions. They have opportunities to use and analyse a variety of data, such as statistics, graphs, pictures and photographs. Where appropriate the children use computing in science lessons where it supports, enhances and deepens their learning. They take part in role play and discussions and they present reports to the rest of the class. Through our science curriculum the children engage in a wide variety of problem solving activities which are purposeful and meaningful to them.

Vocabulary

Each area of study requires children to read, write, spell and define a set of given vocabulary linked to the key ideas within the Science concepts being covered. This vocabulary is displayed on the Science working wall as well as in children’s science books where it can be referred to throughout a unit of work. These are bespoke to the unit and have been carefully designed and crafted so that the children are being exposed to subject domain vocabulary which is then applied in their oral and written work.

Children complete a pre task (beginning) and a post task (end of unit) to ascertain the skills and knowledge at the start and end of the unit. This enables Staff to identify and address any misconceptions with precision which makes our Science curriculum bespoke for all children and groups.

In addition, to each unit of work a famous or inspirational Scientist is researched, discussed and incorporated into lessons so that the children can make links to their own work. We strive to raise the children’s aspirations in the field of STEAM and organise curriculum days, have visitors in linked to these areas of expertise and we have interactive Science displays where the children can conduct their own research.

Aims

Science is about making sense of the world in which we live through investigation and the experimental testing of ideas. As a methodology, as well as a subject, science involves systematic investigation of the physical, chemical and biological aspects of the world.

 

The aims of the national curriculum and this policy include:

 

  • 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
  • Pupils are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
  • Developing pupils’ interest in and enjoyment of science. By building on children’s curiosity, the science curriculum will help instil a positive attitude towards science in pupils.
  • Delivering all the requirements of the National Curriculum in relation to science and covering major scientific concepts.
  • Ensuring science lessons are purposeful, accurate and imaginative.
  • Ensuring pupils have sufficient scientific knowledge to understand both the uses and implications of science, today and in the future. This will also give students an appreciation of the changing nature of scientific knowledge.
  • The development of pupils’ ability to pose questions, investigate these using correct techniques, accurately record their findings using appropriate scientific language and analyse their results.
  • Helping pupils develop the skills of prediction, hypothesising, experimentation, investigation, observation, measurement, interpretation and communication.
  • Making pupils aware of and alert to links between science and other school subjects, as well as connections to their everyday lives.

To access the document in full click here

Statement of Intent

At Coleridge Primary School, we are extremely passionate and committed to children achieving their full potential in all areas and strands of the Science curriculum. At Coleridge Primary School we intend to design a clear and comprehensive curriculum and scheme of work, that is progressive, in line with the National Curriculum, that delivers appropriate subject knowledge, skills and understanding in exploring and investigating, creating and evaluating science so that children can reach and exceed their potential. We aim for every child to leave Coleridge Primary School with a range of scientific skills, knowledge and an understanding and love of science which they can carry with them for the rest of their lives.  We strongly believe that it is both our responsibility, as well as our privilege to develop lifelong learners. The programme of study for science ensures that children have a varied and carefully mapped out science curriculum and it provides the opportunity for progression across the full breadth of the National Curriculum for KS1 and KS2 and for the EYFS Early Learning Goals. The progression is clearly identified through the lesson plans and the progression of skills document.

Implementation

At Coleridge, we expect that our intentions are fully embedded across our science curriculum. We believe that we deliver a curriculum that is challenging, inspiring and provides many purposeful and meaningful opportunities. Our long-term plans ensure that teachers have a balanced curriculum that enables children to be exposed to a variety of experiences. Our detailed units of work ensure that all teachers are equipped with the secure subject knowledge required to deliver high-quality teaching and learning opportunities for all areas of the science curriculum. Our overarching aim is for teachers to have the knowledge and skills they need to feel confident in teaching all areas of science, regardless of their main areas of expertise. Lessons are planned alongside subject-specific progression of skills to ensure that children are given the opportunity to practise existing skills and also build on these to develop new or more advanced skills. There is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision and practise are built into lessons. However, this is not to say that this structure should be followed rigidly: it allows for this revision to become part of good practice and ultimately helps build depth to the children’s knowledge, skills and understanding in science. Interwoven into the teaching sequence is the use of knowledge organisers. These allow teachers to assess the different levels of understanding at various points in the lesson and also allow time to recap concepts where necessary, helping to embed learning. Pupil Voice questionnaires take place using the knowledge organisers to inform teachers what units and skills have been taught effectively and also identify gaps in learning. The interviews take place termly and help monitor the impact against National Curriculum aims.

Impact

At Coleridge, planning for each unit of work is mapped against the progression of skills and National Curriculum to ensure that our pupils develop detailed knowledge and skills across the full breadth of the science curriculum. This is enabled through a language rich, engaging and carefully pitched curriculum to every pupil’s needs. The high quality and consistent approach to teaching, that is a feature of our lessons, demonstrates our commitment to attainment in knowledge and skills in writing.

Children will:

  • Enjoy and appreciate a wide range of science experiences that are both purposeful and meaningful.
  • Develop imagination, curiosity, creativity and a thirst and love of science.
  • Develop the structures and interrelated skills of science.
  • Develop a positive attitude to science and the pleasure it offers.

Cultural capital

According to the national curriculum, cultural capital is the ‘essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’ (Ofsted School Inspection Handbook 2019).

We are confident that science lessons at Coleridge deliver the knowledge and skills to enable children to function as well- informed individuals who can engage with different aspects of society and thrive in the modern world as global citizens. Every year group has access to high quality resources which spark curiosity, interest and excitement.

We also encourage family learning across the year so that adults can experience their children’s science curriculum themselves and partake in celebrations and achievements but also the sharing of knowledge with their child.

At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.

They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.

Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are 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.

School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.

Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.

Some of the benefits of knowledge organisers

  1. A knowledge organiser makes the teacher think hard about what will be taught.
  2. Knowledge organisers are an endless source of meaningful homework activities.
  3. Knowledge organisers are an excellent tool for inclusion.
  4. Knowledge organisers create opportunities for spaced retrieval practice.
  5. Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
  6. Used appropriately, knowledge organisers can increase retention of facts

At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:

  • Key vocabulary (linked to Progression of language)
  • Key places and people
  • Useful diagrams (as required for the topic)
  • Key dates for a subject like history (e.g. when the two World Wars were)
  • Key themes
  • Important quotes
  • Stem sentences for a subject like Science or Maths

We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.

If you would like any information about our knowledge organisers then please contact us at enquiries@coleridgeprimary.org

Topic Overview 2021/22

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

8 weeks

Seasonal changes

Part 1 –

How do the seasons change?

Animals including humans

How can living things stay healthy?

Force and magnets

What can magnets do?

 

 

 

 

 

Living things and their habitats

Part 1 -What’s the same and different about living things?

Living things and their habitats

Part 2 – What’s the same and different about living things?

Animals including humans

Part 2 –

How do our choices affect how our bodies work?

Animals including humans

Part 1 –

How do our choices affect how our bodies work?

Autumn 2

7 weeks

 

Animals including humans

Part 1 -What are bodies and what can they do?

 

Everyday materials

Part 1 – How do we choose materials?

Light

What is the dark?

Animals including humans

What do our bodies do with the food we eat?

Forces

How do things move?

Evolution and inheritance

How do things change over time and place?

Spring 1

7 weeks

Plants

Do living things change or stay the same?

Living things and their habitats

What is alive?

Rocks

Are all rocks the same?

States of matter

Is water always wet?

Earth and Space

Part 1 –

Sun, Earth and Moon : what is moving?

 

Part 2 –

Sun, Earth and Moon: what is moving?

Electricity

Can we vary the effects of electricity?

 

Spring 2

6 weeks

Animals including humans

How do living things work?

Light

How do we see?

Summer 1

5 weeks

Everyday materials

What are things made from?

 

 

Plants

What makes life go on?

Animals including humans

How do living things work?

 

Plants

Do living things need different things to survive?

 

 

Sound

How do we hear different sounds?

Properties and changes to materials

Part 1 – what are things made from and why?

Part 2 –

Can we change materials?

Living things and their habitats

Part 2 –

Living things: What’s the same and what’s different?

Summer 2

7 weeks

Animals including humans Part 2 -What are bodies and what can they do?

 

 

 

Everyday materials

Part 2 –

Can we change materials?

Electricity

Can we control electricity?

 

Overview of Science

Our Science curriculum incorporates the statutory elements of the National Curriculum with the principles of the Coleridge ethos – aspire, desire, believe, achieve. Whether in KS1 or KS2 Coleridge primary school offers a high quality science education through the 3 disciplines of biology, chemistry and physics. Children are taught knowledge, skills, methods and processes whilst exploring concepts that offer curiosity and excitement. At Coleridge we promote and develop curiosity, exploration and explanation so that children can understand and reason why and see how science has contributed to and changed the world we live in.

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