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Heartwood CE VC Primary and Nursery School
Learn to Love – Love to Learn!
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We are scientists...

'Science is like magic but real.' Arthur. C. Clarke

 

 

At Heartwood, we encourage children to be inquisitive throughout their time at the school and beyond. In science, like all subjects we mirror our Heartwood Vision.  We aim to grow curious minds with a thirst for knowledge and responsible minds that always want to Make a Difference locally and globally.

 

The Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards identified phase ‘end points’ in accordance with NC expectations. Key skills are also mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills end points which are in accordance with the Working Scientifically skills expectations of the national curriculum. The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences; using equipment, conducting experiments, building arguments and explaining concepts confidently. Cross curricular opportunities are also identified, mapped and planned to ensure contextual relevance. Children are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a whole school ethos and a varied science curriculum.

How do we teach Science?

 

Through the Mantle of the Expert drama and story based approach, we take the children on a science commission. Planned knowledge and vocabulary drives the learning. Children are enriched with vocabulary and given planned opportunities to apply knowledge learned. We stimulate the children's curiosity in order for then to engage in learning and create future scientists. 

Science is taught as a discrete subject and as units to promote in-depth teaching. 

 

Our science curriculum builds up from Nursery to prepare the children for KS3 at secondary school. The children learn science through these main areas:

 

-working scientifically 

-animals, living things and their habitats 

-humans

-materials 

-plants 

-seasons 

-physics

 

Enrichment 

Our wonderful forest school provides a strong provision for children to have hands on learning and experiences for science. 

Each class has a growing bed where they grow and nurture plants and vegetables. They progressively learn about what plants need to grow and parts of the plant. 

 

We have Studio lab which the children use to work scientifically- lab coats, test tubes and goggles galore! 

We enhance learning experiences through trips and visitors:

Nursery Reception Year 1Year 2Year 3Year 4Year 5Year 6

Forest 

 

Local visits

Pensthorpe

Banham

Zoo 

Medical

professional

visit 

 

Shops- plastics 

 

 

 

St Peter

and St Paul's

church 

Swaffham 

wind turbine

Planetarium 

experience 

visit 

TBC 

 

Making a Difference 

Our children are given the scientific knowledge, understanding and vocabulary to apply to other contexts. The sustainable development goals inspire and guide this approach. The Oxfam Global Citizenship curriculum of knowledge, understanding and skills compliment this, equipping our children with the tools to make a difference locally and globaly- with a wider understanding of their impact beyond their local town. 

 

Learning about materials and their properties informs the children about the potential impact these have on our planet and how they can protect it through responsible consumption and recycling. They take social action through many ways, one example is reducing the use of plastic bags and creating and selling canvas bags to the community as a more sustainable option. 

Applying their knowledge of growth the children learn about sustainable development and growing their own produce.

The in-depth study on animals and humans is applied to a wider context of what these mammals need to survive and how some actions of humans prevent this ie. deforestation, global warming and over fishing. 

 

National Curriculum 

 

Early Years Foundation Stage (EYFS)

In the EYFS, science is included within the Understanding the World area of learning. As with other learning in Reception, your child will mainly learn about science through games and play – which objects float and sink during water play, for example. Activities such as these will help your child to develop important skills such as observation, prediction and critical thinking.

 

3 & 4-year-olds will be learning to:

Children in Reception will be learning to:

ELG

Expressive Arts and Design

  • Explore different materials freely, in order to develop their ideas about how to use them and what to make.
  • Develop their own ideas and then decide which materials to use to express them.
  • Join different materials and explore different textures.

 

Creating with Materials

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

 

Understanding the World

  • Explore how things work.
  • Plant seeds and care for growing plants.
  • Understand the key features of the life cycle of a plant and an animal.
  • Begin to understand the need to respect and care for the natural environment and all living things.
  • Explore and talk about different forces they can feel.
  • Talk about the differences between materials and changes they notice.

 

  • Explore the natural world around them.
  • Describe what they see, hear and feel whilst outside.
  • Recognise some environments that are different to the one in which they live.
  • Understand the effect of changing seasons on the natural world around them.

 

The Natural World

  • Explore the natural world around them, making observations and drawing pictures of animals and plants.
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. 

 

Key Stage 1 (Years 1 and 2) and Key Stage 2 (Years 3 to 6)

The content of science teaching and learning is set out in the 2014 National Curriculum for primary schools in England. Within this, certain topics and areas are repeated across year groups, meaning that children may revisit a particular topic in each year of primary school but with increasing difficulty and with a different focus each time. 

For example, the area of animals, including humans is examined in every single year group, with a very clear progression of knowledge and understanding over the six years:
In Year 1 this involves: looking at the human body, recognising animal groups and sorting these animals. 
By Year 6, this will have developed into knowing the internal structure of the human body in relation to circulation, classifying living things based on more complex characteristics and exploring scientific research into this classification. 

The more detailed content for each year group is as follows:

Year 1

  • Plants (basic structure)
  • Animals including humans (basic knowledge of parts of human body and comparing animals)
  • Everyday materials (describing properties)
  • Seasonal changes.

Year 2

  • Plants (what plants need to grow)
  • Animals including humans (needs for survival, food and hygiene)
  • Use of everyday materials (explore and compare materials for uses)
  • Living things and their habitats (explore variety of habitats, simple food chains).

Year 3

  • Plants (life cycles)
  • Animals including humans (nutrition, skeleton and muscles)
  • Rocks (fossils and soils)
  • Light (reflection and shadows)
  • Forces and magnets (magnetic materials, attracting and repelling).

Year 4

  • Animals including humans (digestive system, teeth and food chains)
  • Living things and habitats (classification keys)
  • States of matter (changes of state, evaporation and condensation)
  • Sound (vibration, pitch and volume)
  • Electricity (simple circuits, insulators and conductors).

Year 5

  • Animals including humans (human development from birth to old age)
  • Living things and their habitats (life cycles and reproduction in humans and plants)
  • Properties and changes of materials (dissolving, separating materials, reversible and irreversible changes)
  • Forces (gravity, air resistance, water resistance, friction)
  • Earth and Space (Earth, Sun and Moon, the solar system).

Year 6 

  • Animals including humans (circulatory system, diet and exercise, healthy living)
  • Living things and their habitat (classification, characteristics of plant and animal groups)
  • Light (how it travels, how we see, shadows)
  • Electricity (voltage and power in circuits, circuit components, symbols and diagrams)
  • Evolution and inheritance (how living things have changed over time, fossils, dinosaurs, adaptation to environment).

Alongside these areas runs the Working Scientifically element. This focuses on the skills the children need to become accurate, careful and confident practical scientists. Children are expected to master certain skills in each year group and there is a very clear progression of these set out for each school to refer to. For example:
In Year 1 a child may have to ask questions, carry out a simple test, record simple data and then try to answer questions. 
By Year 6, they should be able to plan and carry out a fair test by using equipment accurately and taking exact readings or measurements. They are also expected to be able to draw conclusions from their results and record them using a range of graphs and charts.

The Nicholas Hamond Academy 

Our curriculum is designed to prepare the children for the next stages in their education in each subject. Our curriculum map plans to support the declarative and procedural knowledge needed for the children to access and thrive in science in KS3

 

TNHA Science Curriculum KS3

 

TNHA Science Curriculum KS4

Implementation 

Metamorphosis of caterpillars

Scientific enquiry into changes of state

Ducklings hatching from eggs- life cycles

Forest school and gardening

We plan for elements of Science to be taught and applied in the Forest school, creating real-life experiences. 

Year 3 Skeletons

British Science Week

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