Science
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Science 

Rationale

At Bader Primary School we believe that good quality science teaching provides children with the opportunity to access a wealth of knowledge and information which contributes to a secure understanding of how and why things work like they do. Science at Bader inspires children to make a difference and helps them to understand that the world is a wondrous place. It provides children with opportunities to develop skills and gain an understanding of science concepts through first-hand experience and practical work. 


‘Science is a way of thinking much more than it is a body of knowledge.’ Carl Sagan

 

Intent

Our intent in Science is to encourage and ignite curiosity in children so that they confidently ask questions that fuel explorations and investigations about the world that we live in. At Bader we aim to inspire and excite our children through our practical and exciting curriculum. 

At Bader Primary school we aim to…….

  • ensure that all children develop scientific knowledge and conceptual understanding through the teaching of biology, physics and chemistry. 
  • ensure that all children are equipped with the scientific skills required to understand the uses and implications of science. 
  • Provide a high quality science education provides the foundations for understanding the world. 
  • develop children's natural curiosity and encourage their inquisitive nature through our Science lessons.
  • encourage children to focus on the work of great scientists, to use and apply a growing bank of scientific vocabulary and to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
  • ensure that all children are exposed to high quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skills. 
  • ensure that all children develop an understanding of how their body works and how to stay healthy.

Implementation in the EYFS

In the EYFS we understand that Science begins with children’s very first acts of exploration. We ensure that we provide a stimulating and engaging environment (both indoors and outdoors) which encourages children’s scientific enquiry. 

The teachers in the EYFS develop children’s understanding of the world and trigger curiosity through the use of open-ended questioning.

‘The important thing is to never stop questioning.’ Albert Einstein 

Implementation in Key Stage 1 and 2

Science is taught, in topics,  discreetly throughout Key stage 1 and 2. We ensure that we follow the National Curriculum statutory requirements. Teachers are familiar with previous and subsequent year groups’ content which enables them to link to prior learning and build on previous knowledge. They are also aware of where a unit of work fits in across the curriculum - we believe this is essential in ensuring key knowledge is taught and assessed to maintain progression through the curriculum. 

Teachers aim to nurture a love for the natural world, excitement for future possibilities in science and provide opportunities for creative investigations and problem solving. They develop children’s curiosity and inspire them to pursue scientific enquiry.

The Science curriculum at Bader Primary provides opportunities to develop children’s understanding of Science within the wider world. We aim to do this through exploring and investigating within our local community, and through links with York University’s Challenging Children in Industry programme. 

Extra Curricula Opportunities in Science

At Bader Primary we offer the children in Key Stage 1 and 2 an opportunity to be involved with Science club. The Science Clubs allows children to take part in fun and practical Science investigations, which bring Science to life.

 

Early Years Foundation Stage:

Early Learners and Nursery

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

All about me!

Aspirations week 

families, animals

Do dragons exist? 

Autumn 

World Nursery Rhyme Week

Christmas

Diwali

Where does snow go? 

Winter

Chinese New Year

Valentines 

Antarctica, POlar animals, 

Why can’t I have chocolate for breakfast? 

Easter

How many colours in a rainbow? 

Weather

Feelings

What can you see in summer? 

Holidays

Weather

Self-care/well-being

Year 2

This is Me! 

Aspirations week 

Families, homes

Why do Leaves go crispy? 

Autumn 

Christmas

Diwali

Will you read me a Story? 

Winter

Chinese New Year

Valentines

Are eggs alive? 

Easter 

New life, farms, 

What is a Shadow?

How many pebbles on a beach?

Year 3

This is Me! 

Aspirations week 

Families, occupations

Is it shiny? 

Autumn

Christmas

Diwali

Can I have a dog? 

Winter

Chinese New Year

Valentines

Why is water wet? 

Easter

Why do ladybirds have spots?

How high can I Jump?

 

Early Years Foundation Stage:

Reception

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Cornerstones Resource

Do you want to be friends?

Why do squirrels hide their nuts?

What happens when we go to sleep? 

What’s that sound?

Will you read me a story?

Do cows drink milk?

Why do zebras have stripes?

Who lives in a Rock Pool?

School Community

Bader Values

Remembrance Day 

Diwali

Douglas Bader

Mother’s Day

Father’s Day

 

Sport and Healthy Living 

Transition

 

On-going Seasonal Changes

RE

Harvest Festival

Christianity

Christmas

Islam

Christianity

Easter

Christianity 

Islam

 

EYFS Curriculum 

Early Years at Bader is based strongly around the needs of our community, whilst following the principles of the EYFS.   Our curriculum is designed around a language rich environment and aims to develop the foundations for excellent communication skills. Our curriculum intent is to provide the children with both a range of familiar topics, linked to their experiences, as well as unfamiliar topics, to spark their interest and exploration of the wider world.  In doing this we provide a curriculum and environment where the children feel safe and secure when developing their language skills, yet are challenged and are exposed to new language and vocabulary. We also have a particular emphasis on relationships and development of the characteristics of effective learning. 

We believe planning should be based around the needs and interests of the children.  As such we have no set long term plans, yet aim to remain flexible to provide the best learning opportunities for the children at the time. The topic webs from Cornerstones are used to support planning and fill in gaps when learning opportunities are not led by the children’s interests.  We have adopted our ‘Bader’ version of ‘In The Moment Planning’.  We aim to meet the children’s needs through identifying and responding to the many ‘teachable moments’ that happen across the day, though also recognise the importance of high quality adult-led activities and interactions.  The ‘focus child’ approach is used to ensure that on a cyclical basis all children have the opportunity for their needs and interests to be prioritised.

 

Key Stage 1: 

Year 1

 

Autumn

Spring

Summer

Science

Working Scientifically:

●        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.

 

Animals Including Humans 

  • 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. 

Seasonal k

  • Observe changes across the four seasons  
  • Observe and describe weather associated with the seasons and how day length varies.

Everyday Materials

  • 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

  • Observe changes across the four seasons  
  • Observe and describe weather associated with the seasons and how day length varies.

Plants

  • 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. 

Seasonal Changes

  • Observe changes across the four seasons  
  • Observe and describe weather associated with the seasons and how day length varies.

Year 2

 

 Autumn

Spring

Summer

Science

Working Scientifically:

  • 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.

 

Living things and their habitats

  • 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.

 

Animals including Humans

  • 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.

Plants

  • 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.

Use of everyday materials

  • 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.

 

 

Key Stage 2: 

Year 3

 

Autumn

Spring

Summer

Science

Working Scientifically:

  • 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.

Rocks

  • 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
  • Visit to the Teesmouth Centre

 

Light

  • 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 two 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 two poles predict whether two magnets will attract or repel each other, depending on which poles are facing.

 

Animals including Humans

  • 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 

Plants

  • 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

  • Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Year 4

 

 

 

 

Science

Working Scientifically:

  • 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.

 

Sound

  • 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. 

 

States of Matter

  • 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)

 

Living Things and their Habitats

  • 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

  • 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.

 

Electricity

  • 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.

 

States of Matter

  • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

Year 5

 

 

 

 

Science

Working Scientifically:

  • 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 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.

Forces

  • 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.

 

Living things and and their Habitats 

  • 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

  • Describe the changes as humans develop to old age.

 

Challenging Children in Industry

 

Properties and Changes of Materials

  • 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

  • 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. 

 

Sustainability (not on NC)

  • See Additional planning from STEM and CCi

 

Year 6

 

 

 

 

Science

Working Scientifically:

  • 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 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.

 

Electricity 

  • 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. 

 

Evolution and Inheritance

  • 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

  • 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.

 

Animals including Humans

  • 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.

 

Living things and their Habitats

  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals  
  • Give reasons for classifying plants and animals based on specific characteristics.