Science at Christ Church School
Exciting and practical
Along with English and Maths, Science is one of the main core subjects in our school. It is one of the most exciting and practical subjects and, as a result, it is a real joy for our children. Children love the chance to learn through being totally hands-on and finding things out for themselves. We aim to provide a positive primary science experience to encourage future generations to not only study this at secondary school, but also potentially to follow it as a career.
Our Science 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, our children mainly learn about science through games and play – which objects float and sink during water play, for example. Activities such as help your child to develop important skills such as observation, prediction and critical thinking.
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 revisit a particular topic in each year of primary school but with increasing difficulty and with a different focus each time.
The content for each year group is as follows:
- Plants (basic structure)
- Animals including humans (basic knowledge of parts of human body and comparing animals)
- Everyday materials (describing properties)
- Seasonal changes.
- 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).
- 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).
- 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).
- 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).
- 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 we also work scientifically. 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.
Year 1 and 2 Working scientifically
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- 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 3 and 4 Working scientifically
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- asking relevant questions and using different types of scientific enquiries to answer them
- setting up simple practical enquiries, comparative and fair tests
- making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
- gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
- recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
- reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
- identifying differences, similarities or changes related to simple scientific ideas and processes
- using straightforward scientific evidence to answer questions or to support their findings.
Year 5 and 6 Working scientifically
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
- recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- using test results to make predictions to set up further comparative and fair tests
- reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
- identifying scientific evidence that has been used to support or refute ideas or arguments.