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Science

THE CIRCULATORY SYSTEM

 

The children in year 6 had a fantastic few days discovering the heart and its functions. They used heart rate monitors to measure their heart rate before and after exercise. They made blood, including white blood cells, red blood cells, platelets and plasma.

They also used a fantastic ‘Virtual’ T-Shirt to view inside their bodies and watch their heart beating.....children and staff were fascinated!!! ❤️❤️❤️

SCIENCE - Classification 🔎

 

The children had great fun today working on classifying sweets. Their had to use their science knowledge to filter the sweets down to one classification pair. Then they got to eat their sweets.

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PSQM - Primary Science Quality Mark

 

Raising the profile of science in school is our next priority. As with most things in education, the foundations for excellence are best laid during primary years. That’s the thought behind PSQM, a national scheme supported by several key bodies – including Ofsted, the Association of Science Education, the Royal Society and the CBI. They’re all committed to raising the standard of science in order to deliver long-term benefits for society as a whole – growing a generation of talented scientists who can lead the way for Britain.

 

We have applied and been accepted on the PSQM training program for this academic year. This will take a year to complete and we will be working hard as a school to achieve the highest award we can. 

We follow the 2014 National curriculum for Science.

 

In the Autumn term 2018, we consulted children and staff at Holy Family and agreed that in Science lessons:

 

  • Children are inquisitive, excited and engaged in lessons.  They are fascinated by the world, they ask and answer questions and want to discover more themselves.
  • Children are actively learning, carrying out practical investigations and enquiry based activities themselves, both outdoors and indoors.  We value the ‘outdoor classroom’ and aim to take our lessons out of the classroom whenever possible.
  • In lessons children work collaboratively.  They are engaged in discussions about what they have observed, whey they have learned, and what they will find out next.  Together they make a plan about how they are going to investigate and find answers to questions they have posed themselves.
  • Children are leading the lessons.  They explore different ways of finding out information.  They investigate independently using a range of tools and equipment. They are actively learning from first hand experiences.

 

Science Topics

Pupils study one unit of Science every half term and these units build on each other year on year.

The science curriculum is based on three disciplines and the following themes:

 

Sc1 Scientific enquiry

Sc2 Life processes and living things (Biology)

Sc3 Materials and their properties (Chemistry)

Sc4 Physical processes (Physics)

 

Science Curriculum Map – Long term

 

Autumn

Spring

Summer

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 1

Signs of Autumn 

Space

Insects and creatures

Planting and growing

Birds and bees

Experiments

Materials

Year 2

Living Things

Feeding  and Exercise

Materials

Plants and Animals

Year 3

Light

Forces and Magnets

Rocks and Soils

Plants

Animals including Humans

Scientists and Inventors

Year 4

Electricity

States of Matter

Sound

Investigative skills

Living things and their Habitats

Animals including humans

Year 5

Earth and Space

Scientists and inventors: Stephen Hawkins

Materials – Properties and changes

Forces

Scientists and inventors:

Isaac Newton

Living things – Life cycles

Life process of reproduction in plants/animals

Year 6

Light

Electricity

Living things and their habitat

Animals (including Humans

Evolution and inheritance

 

Early Years Foundation Stage

In Foundation Stage science is taught through the strand ‘Knowledge and Understanding of the World’.  We provide an In the Moment curriculum that allows children to be creative and find things out for themselves.  They take part in different methods of discovery and begin to understand the world around them.  They develop skills of discussion, observation, and critical thinking.

 

Year 1

 

In our 'In the Moment' approach to learning, we see Science as being all around us every day. Most of the questions children ask & the observations they may of the world around them, have a basis in Science. We encourage this questioning and experimenting as it is the starting point and the first building block in being a scientist. 

 

Year 2

Plants

  • Observe and describe how seeds and bulbs grow into mature plants.
  • Find out how we should plant seeds
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
  • To make an accurate record of the changes that happen to our seeds.
  • Perform simple fair tests.
  • Gather and record data in order to answer questions.

 

Animals including humans

  • Notice that animals, including humans, have offspring which grow into adults
  • Discover how we change as we 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
  • Perform simple tests

 

All living things and their 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 micro-habitats.
  • 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.

 

Uses of every day materials

  • Identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard
  • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
  • Test different materials to find out which is the best material for dungarees/umbrella/window, etc.
  • Experiment with changing materials
  • Carry out simple comparative tests

 

Working scientifically is a continuous area of study in the science curriculum.  Throughout all units, children will be covering these learning objectives:

 

Working scientifically

  • Ask simple questions and recognise that they can be answered in different ways
  • Observing closely, using simple equipment
  • Perform simple tests
  • Identify and Classify
  • Use their observations and ideas to suggest answers to questions
  • Gather and record data to help in answering questions

 

Year 3

Plants

  • Identify and describe the functions of different parts of flowering plants: roots, stem, 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
  • Explore the part flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

 

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 animals have skeletons and muscles for support, protection and movement
  • Ask relevant questions and use different types of scientific enquiries to answer them
  • Gather, record, classify and present data in a variety of ways to help in answering questions
  • Use secondary sources of information.

 

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
  • To recognise where and how rocks are used and explain how their properties make them suitable for their purpose
  • Gather, record, classify and present data in a variety of ways to help in answer questions
  • Use secondary sources of information

 

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

 

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 a solid object
  • Find patterns in the way that the size of shadows change

 

‘Working scientifically’ is the continuous area of study in the science curriculum.  Throughout all units, children will be covering the following objectives:

 

  • 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 4

Living things and their habitat

  • 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
  • Gather, record, classify and present data in a variety of ways to help in answering questions
  • Identifying differences, similarities or changes related to simple scientific ideas and processes
  • Use straightforward scientific evidence to answer questions or to support their findings

 

Animals including humans

  • 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
  • Set up simple practical enquiries, comparative and fair tests
  • Ask relevant questions and use different types of scientific enquiries to answer them
  • Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

 

States of matter

  • 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
  • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
  • Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • Identify differences, similarities or changes related to simple scientific ideas and processes
  • Ask relevant questions and use different types of scientific enquiries to answer them

 

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
  • Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

Sound

  • 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
  • Set up simple practical enquiries, comparative and fair tests

 

‘Working scientifically’ is the continuous area of study in the science curriculum.  Throughout all units, children will be covering the following objectives:

 

  • 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

Living things and their habitats

  • Learn about the life cycle of a mammal, an amphibian, an insect and a bird
  • Learn about the life cycle of an amphibian
  • Learn about the life cycle of an insect and a bird
  • Learn what makes a successful life cycle
  • Describe the life processes of reproduction in some plants and animals
  • Describe the changes as humans develop from birth to old age

 

Properties and changes of materials

  • Compare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
  • Understand 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, including through filtering, sieving and evaporating
  • Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • Demonstrate that dissolving, mixing and changes of state are reversible changes
  • Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

 

Earth and Space

  • Describe the movement of the Earth, and other plants, 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
  • Use simple models to describe scientific ideas
  • Identify scientific evidence that has been used to support or refute ideas or arguments

 

Forces

  • Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
  • 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
  • Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • Use test results to make predictions to set up further comparative and fair tests

 

‘Working scientifically’ is the continuous area of study in the science curriculum.  Throughout all units, children will be covering the following objectives:

 

  • 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 6

Animals including humans/Living things and their habitats

  • 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
  • Give reasons for classifying plants and animals based on specific characteristics
  • Identify and name the main parts of the human circulatory system, and explain 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
  • Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

 

Evolution

  • 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
  • Suggest how an animal’s features and behaviour help it to survive
  • Identify how animals and plans are adapted to suit their environment in different ways and that adaptation may lead to evolution
  • Give reasons why changes to an environment could affect the survival chances of an animal

 

Light

  • Understand 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, and to predict the size of shadows when the position of the light source changes.
  • Use simple models to describe scientific ideas
  • Report and present findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations

 

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, loudness of buzzers and the on/off position of switches
  • Use recognised symbols when representing a simple circuit in a diagram
  • Use test results to make predictions to set up further comparative and fair tests
  • Using simple models to describe scientific ideas

 

‘Working scientifically’ is the continuous area of study in the science curriculum.  Throughout all units, children will be covering the following objectives:

 

  • 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 1 science

Today we made witch hats ... To do this we had to melt chocolate ... So our science today became all about changing from a solid to liquid and back again. In our discussions and while we were melting the chocolate, we noticed the steam a the water heated on the stove so we talked about the different states of water and that got us onto electricity and the element in a kettle and so much more.... 

Year 2 science
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