Science
Science is simply the word we use to describe a method of organising our curiosity.
Tim Minchin
Science is the systematic study of the structure and behaviour of the physical and natural world through observation and experiment.
At Harris Primary Academy Shortlands, we believe that the teaching of science develops in children an interest and curiosity about the world they live in. It creates an interest about now, in the past and into the future, as well as giving them opportunities to develop learning skills for life. As stated in the National Curriculum, “a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.” We are passionate about ensuring children use their prior knowledge and natural inquisitive nature to explore scientific concepts.
Read our intent statement here.
Throughout EYFS, children will be learning about similarities and differences in relation to places, objects, materials and living things. They will talk about the features of their own immediate environment and how environments might vary from one another. They will make observations of animals and plants and explain why some things occur, and talk about changes. This work will allow them to meet the ELG Understanding the world. Humans has been chosen as the first unit in KS1 as it links the best to the children’s EYFS experience. The work of materials has been planned to last for 2 half terms so that the basic concepts can be well embedded, making units further up the school more accessible to all children. The seasonal change unit has deliberating placed in Summer 1 as it follows on from the Spring 2 geography unit on UK weather. This will allow for extension of the NC expectations. The unit on plants has been placed in Summer 2 to offer the best chance of outdoor learning.
EYFS
|
Autumn |
Spring |
Summer |
End Point (ELG) |
|
To be able to comment and make observations on the natural world around them To be able to use their senses to explore and comment on natural processes, including seasons and changing states of matter To understand the importance of looking after living things and the natural environment.
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To be able to ask why and how questions on what they observe in the natural world around them To be able to make predictions and ask questions about why things happen in the natural world To be able to show care for living things and the natural environment and the role they play in this.
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To be able to describe and explain processes that occur in the natural world To be able to talk about the wider impact of humans on the natural environment.
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The Natural World Explore the natural world around them, making observations and drawing pictures of animals and plants. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
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Key Stage 1
|
Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
| Year 1 |
ANIMALS INCLUDING HUMANS- HUMANS |
EVERYDAY MATERIALS |
EVERYDAY MATERIALS |
ANIMALS INCLUDING HUMANS- HUMANS |
SEASONAL CHANGES AND WEATHER |
PLANTS |
| Year 2 |
USE OF EVERYDAY MATERIALS |
ANIMALS INCLUDING HUMANS- HUMANS |
USE OF EVERYDAY MATERIALS |
PLANTS |
LIVING THINGS AND THEIR HABITATS |
LIVING THINGS AND THEIR HABITATS |
Key Stage 2
|
Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
| Year 3 |
FORCES AND MAGNETS |
PLANTS- POLLINATION AND SEED DISPERSAL
|
ROCKS AND SOILS
|
PLANTS |
ANIMALS INCLUDING HUMANS |
LIGHT |
| Year 4 |
ANIMALS INCLUDING HUMANS |
STATES OF MATTER |
SOUND |
ELECTRICITY |
LIVING THINGS AND THEIR HABITATS |
LIVING THINGS AND THEIR HABITATS |
| Year 5 | EARTH AND SPACE | FORCES |
PROPERTIES OF MATERIALS |
CHANGES TO MATERIALS |
LIVING THINGS AND THEIR HABITATS |
ANIMALS INCLUDING HUMANS |
| Year 6 | ELECTRICITY | LIGHT |
EVOLUTION AND INHERITANCE
|
LIVING THINGS AND THEIR HABITATS | ANIMALS INCLUDING HUMANS | TRANSITION UNIT |
