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Science at Hillmead

At Hillmead we follow the National Curriculum for Science, which was introduced in September 2014. The key change being the concept of 'Working Scientifically' which specifies the understanding of the nature, processes and methods of science for each year group. The concept of 'working scientifically’ is embedded throughout our science teaching, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.

 

As much as possible we try to link our Science teaching to our IPC topics.

The following document gives an overview of the age-related expectations of ‘working scientifically’:

Key Stage 1

As the National Curriculum Document states,

'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.'

Lower Key Stage 2

As the National Curriculum Document states,

'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.'

Upper Key Stage 2

As the National Curriculum Document states,

'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.'

Science content that must be taught in each year group:

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Living things and habitats

 

Living things and habitats – living, dead and never alive; basic needs from habitat; identify and name; food from plants and simple food chain.

 

Living things and habitats – grouping, classification; environments can change and cause danger.

Living things and habitats – life cycles of mammal, amphibian, insect and bird; reproduction in plants and animals.

Living things and habitats – microorganisms, classifying plants and animals on specific characteristics.

Plants

Plants – identify and name common; basic structure of flowering plants and trees.

Plants – growing seeds and bulbs; water, light and temperature to grow.

 

Plants – functions of parts of a plant; life and growth; flower life cycle.

 

 

 

Animals including

humans

Animals including humans – identify and name common; fish, amphibians, reptiles, birds and mammals; carnivores, herbivores and omnivores; basic human body parts and link to senses.

Animals including humans – basic needs for survival; exercise, food and hygiene.

 

Animals including humans – nutrition; skeletons and muscles.

Animals including humans – digestive system; teeth; food chains – producers, predators and prey.

Animals including

humans – changes in old age

Animals including humans - circulatory system; diet, exercise and drugs; nutrients and water transporting around the body.

Materials

Materials – identify and name common, simple properties.

Materials – compare

suitability; changing by

squashing etc.

Rocks – properties; fossils.

States of matter – solids, liquids, gasses; heating and cooling; evaporation and condensation – water cycle.

Properties and

changes of materials – compare based on

properties – soluble, transparency, conductivity, magnetism; dissolving, solutions, mixtures, reversible and irreversible changes.

 

Electricity

 

 

 

Electricity – appliances; simple circuit; switch; conductors and insulators.

 

Electricity – brightness, volume, voltage of cells; variations in components function; symbols representing a circuit.

Forces and Magnets

 

 

Forces and magnets – move on different surfaces; magnetism.

 

 

Forces and magnets – gravity; air resistance; water resistance; friction; mechanisms, levers, pulleys and gears.

 

Light and Sound

 

 

Light – light to see; reflection; sun dangerous; shadows.

Sound – vibrations; the ear; volume; pitch.

 

Light – light appears to travel in straight lines.

Other

Seasonal changes – seasons and weather

 

 

 

Earth and Space – movement of the earth; movement of the moon; night and day.

Evolution and inheritance – living things have changed over time; fossil evidence; offspring not identical to their parents; adaptation lived to evolution.

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