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The aim of Science is for children to explore and interact with their physical environment using first hand experiences. Children will be encouraged to observe, classify, raise questions, plan, measure, and interpret data. They are encouraged to observe, predict and investigate.
Children naturally explore the world around them from a very early age. Topics are developed that relate to their interests and every day experiences so that curiosity is stimulated and pupils are motivated to understand and interpret the world around them.
Science is an important medium for developing and promoting other areas of the curriculum. Science stimulates language development by providing opportunities for oral and written responses. It is a motivator for practising and developing reading skills and encourages the purposeful use of mathematical skills and concepts. It promotes creativity and inventiveness and allows children to develop their independent thinking skills.
The Science Curriculum is taught by class teachers in the early years and by specialist teachers from Year Two upwards. One topic per term is taught in the early years and two topics per term from Year Two upwards.
Children are encouraged to turn suggested concepts and their own ideas into a form that can be investigated. With teacher support, pupils will learn to plan these investigations in the Science Laboratory and then to describe their observations and record them using simple tables.
Key Stage Two pupils are encouraged to select suitable equipment to use for experiments with only limited teacher guidance. They are encouraged to recognise the need for fair tests and to decide what evidence should be collected. Pupils will learn to make a series of observations and measurements and learn to plot clear tables and graphs. From the patterns obtained, pupils are then encouraged to draw accurate conclusions.
In Year Seven and Eight pupils commence the 13+ Common Entrance Syllabus. The boys are given the opportunity to learn about a wide range of scientific subjects, taught separately as Biology, Chemistry and Physics. They have five lessons per week during which they will make full use of the laboratory facilities and take part in many practical activities. The children work towards the I.S.E.B. 13+ Common Entrance Examination taken in the Summer Term of Year Eight. Revision and examination techniques are taught.
Homework is set as appropriate to the age group and in accordance with the Homework Policy. The emphasis for all homework is on variety, which includes follow up work from classroom based activities, written work, questions, research and project work. Homework is set to reflect the teaching objectives and should be tackled with the minimum of adult intervention.
In the Foundation Stage and Key Stage One assessment takes the form of teacher observation and informal testing. For children in Year Two upwards, there will be a topic test at the end of each half term and an examination at the end of the year.
In Key Stage Two and Key Stage Three the aim is to encourage a culture of pupil responsibility for self-assessment and monitoring of their own learning. Self-assessments are completed at the beginning and end of each topic whereby pupils can record prior knowledge and skills and those acquired during the topic. Evidence for this learning comes from written work, group work, oral contribution and the End of Topic Tests, which are designed to be of a similar format to National Curriculum Standard Attainment Tests and Common Entrance papers.
Pupils in Key Stage Two and Three will also regularly undertake practical investigations designed to improve their investigative skills. These may take the form of complete investigations or practical work designed to re-enforce particular strands of Scientific Enquiry.
In the Summer term, Year Three go to Hindleap Warren Outdoor Activity Centre, where they take part in a structured programme of scientific fieldwork. In addition to scientific visits and workshops, we would like parents to encourage their children to use scientific reference books, visit museums and libraries, and to watch Science programmes at home.
Science Curriculum Summary
| Form |
Term |
Topic Outline |
| Foundation Stage |
| Transition |
Spring |
All about me
Toys
|
| Summer |
Journeys and Holidays |
| Reception |
Autumn |
The Four Elements
|
| Spring |
Materials |
| Summer |
Growing |
| Key Stage One |
| Year One |
Autumn |
Ourselves
Light and Dark
|
| Spring |
Pushes and Pulls
Sound and Hearing |
| Summer |
Plants and Animals
Variation |
| Year Two |
Autumn |
Health and Growth
Grouping and Changing Materials |
| Spring |
Forces and Movement
Using Electricity |
| Summer |
Key Stage 1 Revision
Rocks and Soil |
| Key Stage Two |
| Year Three |
Autumn |
Teeth and Diet
Characteristics of Materials |
| Spring |
Magnets and Springs
Light and Shadows |
| Summer |
Plant Growth
Skeletons and Muscles |
| Year Four |
Autumn |
Force of Friction
Keeping Warm |
| Spring |
Solids liquids and Separations
Circuits and Conductors |
| Summer |
Habitats and Food Chains
Life Cycles, Interdependence and Adaptation |
| Year Five |
Autumn |
CE Syllabus:-
The States of Matter
Earth and Beyond |
| Spring |
Micro organisms and Health
Circuits |
| Summer |
Water and Solutions
Plant Life |
| Year Six |
Autumn |
Forces
Changing and Separating Materials |
| Spring |
Light and Sound
S.A.T.s Revision |
| Summer |
S.A.T.s practice papers + SATs Exam
Sex Education
The Human Body Project |
| Key Stage Three |
| Year Seven |
Autumn |
Chemistry – Properties of Materials
Physics – Forces and Motion |
| Spring |
Biology – Cells to Systems, Food and Nutrition
Physics – Springs, Levers and Pressure |
| Summer |
Chemistry – Water, Solutions, Acids and Alkalis
Biology – Life Processes and Control |
| Year Eight |
Autumn |
Physics – Energy, Light and Sound
Biology – Skeletons, Senses and Reproduction |
| Spring |
Chemistry – Earth Resources, Metals and Reactivity
Physics – Electricity and Magnetism |
| Summer |
All 13+ CE Syllabus Revision
Further Chemistry, Biotechnology and Ecology |
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