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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, this means that the science curriculum is taught on a two year rolling cycle. Therefore the curriculum content for KS1 is taught within Year 1 and 2 but year group topics are matched appropriately to the IPC topic being taught (this is the same for Lower Key Stage 2 and Upper Key Stage 2 classes).

 

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 Topics for 2016/17

Year/ Subject

YEAR A

 

Autumn

 

Spring

 

Summer

Key Stage 1

(Year 1 and 2)

Animals (including Humans)

 

Seasonal Changes

Plants

 

Seasonal Changes

Materials

 

Seasonal Changes

 

Scientists & Inventors

Lower Key Stage 2 (Year 3 and 4)

The Water Cycle

 

Teeth & Digestive System

Animals: skeletons & nutrition

 

Food chains

Changes of state

 

Electricity

Upper Key Stage 2

(Year 5 and 6)

Classify materials

 

Mixtures and solutions

 

Reversible changes

Evolution and Inheritance

 

Classification and Life Cycles

Forces

 

Sex Education

 

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