The national curriculum for Science aims to ensure that all pupils:
Article 12:
Every child has the right to have a say.
We want Science at Henry Green to inspire children to have a sense of wonder of the world around them and help them realise that somewhere, something incredible is waiting to be known.
I | Inclusive | The units, activities and investigations enable children to develop the breadth of their science knowledge and develop their thinking. |
D | deep Learning | Children are encouraged through extended abstract to think critically, solve problems and draw on scientific theories and concepts to reach conclusions. |
E | engaging | Science week, competitions, investigations and experiments, as well as visits to science museums engage all children. |
A | Authentic | Children are able to be hands on with their learning and use a range of resources to further their learning. Children are free to direct, design and carry out their research and investigations. |
S | Schema building | Children are given the opportunity to explore scientific concepts and draw on their prior knowledge and skills. By doing this, they are strengthening their neural pathways and are confident in explaining key concepts. |
INTENT | Science at Henry Green will enable our children to gain the scientific knowledge and concepts for understanding and questioning the world we live in. Science develops a sense of excitement and curiosity which encourages the continuation of scientific practise and enquiry. Science will give children the self-confidence and motivation to further develop their skills into the next stage of their education. | |
EYFS INTENT
| Children will be able to comment and ask questions about the natural world. They will show care and concern for the living things in their environment as well as talk about how and why things happen. (Understanding of the World) | |
| Autumn | Spring | Summer | |||
1 | 2 | 1 | 2 | 1 | 2 | |
Key Stage 1 | ||||||
Year 1 | The Human Body How are different senses linked to the body parts | Seasonal changes How does the weather change within each season? | Materials How are materials classified using their properties? | Animals including humans How are animals classified into groups based on what they eat? | Plants and trees How are plants and trees structured? | Animals including humans How does the structure of an animal compare to another? |
Year 2 | Plants What do plants need to grow and stay healthy? | Uses of everyday materials How do different objects move on different surfaces? | Animals including humans What are the basic needs of animals and how do they survive? | Uses of everyday materials How are materials chosen for a purpose? | Living things and their habitats How do animals choose their habitat? | Living things and their habitats How do animals obtain their food? |
Key stage 2 | ||||||
Year 3 | Light and Shadows How do I see objects and how do shadows change size? | Forces and Magnets How do I compare everyday materials based on their magnetism? | Functions of a plant and seed dispersal What are the requirements for plants to grow and how are they different from one another? | Rocks, soils and fossils How are fossils formed and how is soil made? | Animals including humans How do humans and animals get enough nutrition to stay healthy? | Animals including humans Why do humans and some animals have skeletons? |
Year 4 | Sound How are sounds made and heard in the ear? | All Living Things How can a variety of living things be classified in the local and wider environment? | Animals Including Humans How do we identify the different types of teeth in humans and their simple functions? How does the digestive system function? | Electricity How does a simple series electric circuit work? | States of Matter How does the water cycle function effectively? | Animals Including Humans How do a variety of food chains identify producers, predators and prey? |
Year 5 | Living Things How are life cycles different? | Earth and space How do we get day and night? | Properties of and changes to material How can mixtures be separated, including through filtering, sieving and evaporating? | Forces How does gravity and resistance affect a moving object? | Properties and changing materials What are the uses of everyday materials, including metals, wood and plastic? | Animals including humans What are the changes as humans develop to old age? |
Year 6 | Living things and habitats How are living things classified into broad groups? | Evolution How have living things changed over time? | Animals including humans What is the function of the heart, blood vessels and blood? | Electricity How do different components affect the circuit? | Light How do we see things? | Revision |
Science Websites : Why don’t you explore these websites and try out some of these amazing experiments with your parents?
https://www.bbc.co.uk/bitesize/subjects/z2pfb9q
https://www.sciencekids.co.nz/space.html
https://www.brainpop.com/science/energy/alberteinstein/
https://www.nasa.gov/kidsclub/index.html
https://kids.nationalgeographic.com/
https://www.bbc.co.uk/teach/terrific-scientific
Experiments at home –https://www.youtube.com/watch?v=HcAmYGJrETo