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Science

Science Intent
At St Faith’s, Science aims to support every child to take part in the development of tomorrow’s rapidly changing world. We encourage children to think creatively, to be engaged, inspired and challenged. The subject encourages children to become autonomous and creative problem solvers, both as individuals and as part of a team. Children are provided with the opportunity to ask and answer questions, understanding that they need to use a variety of investigative skills, in a supportive and practical environment, in order to follow their interests and find things out.

 

Implementation of Science

We aim to encourage our children to remember knowledge and build on their prior learning by ensuring we carefully consider how knowledge is sequenced. Teachers must understand what pupils must know and be able to do in each subject by the end of each academic year; they must recognise what has come before and what pupils will continue to learn in the next year.

Our curriculum design is based on three main principles:
1) Learning is most effective when spaced rather than blocked.
2) Interleaving helps pupils to discriminate between topics and aids long-term retention. Interleaving is a process where students mix, or interleave, multiple subjects or topics while they study in order to improve their learning.’
3) Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

Some of our content is subject specific, whilst other content is combined in a cross-curricular approach.

 

Early Years

In the EYFS, the ways in which every child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner.

 

Children are taught Science through the following areas of learning:

Understanding the World: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

 

Key Stage 1

In accordance with the National Curriculum, children are taught to:

Work scientifically by:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions

 

Year 1 programme of study

Plants

Pupils should be taught to:

  • 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

 

Animals, including humans

Pupils should be taught to:

  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

 

Everyday materials

Pupils should be taught to:

  • distinguish between an object and the material from which it is made
  • identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
  • describe the simple physical properties of a variety of everyday materials
  • compare and group together a variety of everyday materials on the basis of their simple physical properties

 

Seasonal changes

Pupils should be taught to:

  • observe changes across the 4 seasons
  • observe and describe weather associated with the seasons and how day length varies

 

Year 2 programme of study

Living things and their habitats

Pupils should be taught to:

  • 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

 

Plants

Pupils should be taught to:

  • 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

 

Animals, including humans

Pupils should be taught to:

  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

 

Uses of everyday materials

Pupils should be taught to:

  • 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

 

In Key Stage 1, Science is taught through the half termly topics throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school.

At the beginning of each topic, children are able to convey what they know already as well as what they would like to know or find out. This ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
Cross curricular outcomes in Science are specifically planned for, with strong links between English and Maths identified, planned for and utilised. The local community is fully utilised, as appropriate, to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.

 

The distinctive Christian values of respect, compassion, trust, justice, friendship and community are promoted through the experiences we offer to every child, in all areas of the curriculum.

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