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Science

At Dundale Primary School, we follow the National Curriculum for Science.  To enhance this, we have adopted Snap Science because if offers a whole school scheme of work which is engaging for the children.  Also it enables us to ensure that there is clear progression through all of the modules of learning contained in the Science Programme of Study.  With this scheme of work, we are secure in the knowledge that the children have access to an effective curriculum that will help them systematically build their skills and understanding and it has clear links to the new ‘working scientifically’ criteria.   We offer a broad and engaging curriculum which includes a range of practical activities to bring concepts to life, as well as animations and interactive activities.

 

Our intent is to:

  • Develop pupils’ scientific knowledge and conceptual understanding by learning about biology, chemistry and physics.
  • Develop children’s understanding of the nature, process and methods of science through scientific enquiry.
  • Help children to answer scientific questions about the world around them.
  • Equip children with scientific knowledge required to understand the uses and implications of science today and for the future.
  • Foster a love and enthusiasm of science.
  • To develop enquiring minds.

 

At Dundale, we aim to teach science through a variety of ways such as the use of:

  • Scientific enquiry – taught within each unit of work.
  • Practical work
  • Exploration and research
  • Observations
  • Testing, developing and justifying ideas
  • Using scientific vocabulary which is explicit within the lessons as well as the classroom environment.
  • Cross-curricular work including maths and English.

 

Curriculum Organisation

  • It is taught in topics set out in the ‘Science programme of study’:  key stage 1 and 2’ and we use Snap Science as a framework to ensure progression and coverage.
  • We use Non statutory Guidance and relevant Snap science framework to assist us in our planning.

 

Below is an overview of the Science Programme of Study for Reception, KS1 and KS2.

  • All Year groups to incorporate working scientifically into each unit of work

 

Reception

The Statutory Framework for Receptions sets out the learning opportunities relating to Understanding the World.  Within the children’s guided activities, children are encouraged to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

 

Autumn 1 and 2

Spring 1 and 2

Summer 1 and 2

Changes in Nature

Autumn and Winter understanding the effect of the changing seasons on the natural world around them.

 

 

 

Science experiments

Ie. Cars on ramps

Exploring the natural environment

 

 

 

 

Year 1

Year 2

Autumn 1

Humans

Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

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.

 

 

Autumn 2

Seasonal changes

Introduce to thread into each season; Autumn/Winter.

 

observe changes across the four seasons.

observe and describe weather associated with the seasons and how day length varies.

 

 

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.

 

 

 

Year 3

Year 4

Autumn 1

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.

 

States of Matter

Pupils should be taught to: - 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) -identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

Autumn 2

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.

 

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.

 

 

Year 5

Year 6

Autumn 1

Forces

Explain that unsupported objects fall towards the Earth because of the force of

Gravity; 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.

 

 

 

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

 

Autumn 2

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.

 

 

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

 

 

 

Year 1

Year 2

Spring 1

Animals

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

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.

 

Spring 2

Animals

Identify and name a variety of common animals that are carnivores, herbivores and omnivores

 

 

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.

 

 

 

Year 3

Year 4

Spring 1

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.

 

Sound

Pupils should be taught to: - 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.

 

Spring 2

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.

 

Humans and Animals

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.

 

 

 

 

Year 5

Year 6

Spring 1

 Properties and Changes in Materials

Compare and group together everyday materials on the basis of their properties; 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- filtering, sieving and evaporating

 

 

Living Things

  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

 

Spring 2

Properties and Changes in Materials

Compare and group together everyday materials on the basis of their properties; 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- filtering, sieving and evaporating

 

Animal 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

 

 

 

 

Year 1

Year 2

Summer 1

Introduce to thread into each season; Spring/Summer.

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.

 

Growing 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.

 

Summer  2

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.

 

 

Animals, including humans

-describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

-notice that animals, including humans, have offspring which grow into adults

 

 

 

Year 3

Year 4

Summer 1

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.

 

Living Things and their Habitats

Pupils should be taught to: -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

Summer  2

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

-identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Range of experiments revising learning over the past year. States of matter, electricity, living things.

 

 

 

Year 5

Year 6

Summer 1

Living things 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.

Evolution and Inheritance

Statutory requirements:

  • 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

 

Summer  2

Animals, including Humans

 Describe the changes as humans develop to old age.

Evolution and Inheritance

Statutory requirements:

  • 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

 

 

 

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage.  The programme of study outlines the knowledge, skills and scientific understanding for each year group.  The associated vocabulary is also incredibly important and is a major aspect of the teaching of Science at Dundale School.  

 

Useful links :  Government Programme of Study for Keystages 1 and 2

https://www.gov.uk/government/publications/national-curriculum-in-england -science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study

 

Stem Science is a very useful website with lots of wonderful resources.

https://www.stem.org.uk/primary-science

 

Snap Science

https://collins.co.uk/pages/primary-science-snap-science

 

 

 

 

 

 

Science Curriculum Overview

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