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Sonning Common Primary School |
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POLICY STATEMENT ON SCIENCE
Policy 5 Version 4 |
POLICY STATEMENT
AND GUIDELINES ON SCIENCE
DEFINITION
Science knowledge is obtained by observation and experimentation and scientific method is a way of working which allows children, through practical first hand experiences and secondary sources, to develop their knowledge and understanding of the world in which they live. These experiences will allow them to observe, investigate, make sense of and communicate their findings.
Aims
To encourage children to:
· develop a questioning and inquiring mind through a range of interesting and enjoyable experiences.
· develop a systematic and logical way of working.
· apply skills and knowledge to investigations.
· gradually come to a deeper understanding of scientific concepts.
· work carefully and safely.
Teaching and learning
All children have access to science in the National Curriculum. It is generally organised on a two-year cycle throughout the school, though some areas are revisited more often. Science programmes of study are sometimes included in an overall topic but if there is not a strong link then Science is taught as a separate subject.
Science 1 Investigations
These are built into our schemes of work and children are expected to undertake whole investigations at least once a term. These may be at the beginning of a topic, as a way of finding out what children already know, or at the end of a topic to assess how well children have understood the work they have been doing. The three strands of AT1, planning experimental work, obtaining evidence and considering evidence, may also be addressed in isolation.
Skills and Attitudes
In our science activities we will develop the following skills:-
· to observe
· to raise questions
· to predict
· to hypothesize
· to plan
· to test fairly and to control variables
· to measure
· to collect and interpret data
· to explain evidence
· to communicate findings in a variety of ways.
Through science we will foster the following qualities:-
· curiosity
· perseverance
· open-mindedness
· self discipline
· sensitivity to others
· independence
· adaptability
· co-operation
· care for living things.
Equal opportunities
In line with our school policy on equal opportunities, all children are given plenty of first hand experiences of carrying out science work throughout their time at Sonning Common Primary School, regardless of their race, gender or ability.
Progression
We recognise that our curriculum planning must allow children to gain a progressively deeper understanding as they move through the school and on to the next school. This is achieved through thorough topic planning at the beginning of each term, staff discussion, assessments, record-keeping and cross-phase liaison meetings with staff at Chiltern Edge School, the school to which most of our children transfer.
Differentiation
We allow all children to reach their full potential by offering a range of activities in the classroom which meet the needs of the individual and where appropriate, groups of children. This is developed through our Schemes of work which have differentiation built into them so that tasks can be differentiated by outcome or by the nature of the task.
Information and Communication Technology
We see ICT as an important tool for use in science work. We aim to use ICT for collecting data and putting it in databases or spreadsheets. To use word processing programs for recording information and CD ROM’s and the Internet for assessing and collecting information. To use light and temperature sensors to produce graphs.
Records and Assessment
A record is kept of topics covered in science and their work standard on a yearly record sheet. A comment will be made if a child has a particular strength or weakness in that area. Teacher assessment will be taken at the end of Key Stage 1 and the SAT tests will be done at the end of Key Stage 2. Children will be continually assessed through the work they do and by more formal methods where appropriate. At the end of each module an assessment will be made, usually in a written test format. Once a year an investigation will be used as an assessment of the three strands of AT1.
Monitoring
Tasks include:-
· Co-ordinator to monitor guidelines, schemes of work and assessment including enrichment and extension for the more able and support for the less able.
· Co-ordinator to monitor progression within the subject area.
· To monitor the assessment timetable and build up a moderation file to include the moderated assessments. These will be one moderated assessment per term, one term being a moderated assessment of an AT1 investigation/experiment.
· To monitor work samples for consistency in marking.
Safety
It is important that children are taught to observe the rules of safety when carrying out experiments and investigations. Materials and equipment need to be handled sensibly and we will ensure that children do this. Teachers should be aware that the County has adopted as its Science Safety Policy the document published by the Association for Science Education entitled "Be Safe". This can be found on the science shelf in the staff room.
Resources
Some science resources are kept in the science trolley outside the TV room, while larger or heavier equipment is kept in the Science resources room behind the end classroom. The Infant department keeps a small stock of equipment in the Infant block.
Links within other curriculum areas
The six core skills that pervade the National Curriculum are numeracy; problem solving; study; social; communication and ICT. Of these communication and ICT are particularly relevant to science. Pupils will be taught to express themselves clearly in speech and in writing, to use appropriate scientific vocabulary and to use a variety of ways to present information. Forms of communication will include
· Oral communication
· Written communication
· Graphic communication
· Other forms of communication eg photography, audio and video recordings, dramatic productions and ICT.
These communication skills link closely with the skills being developed in literacy.
Science links with numeracy in the measuring of weight, time, temperature and length and being able to interpret different scales and markings on the equipment. Also there are links with numeracy in the drawing, collating and presenting of information in graphs, tables and charts.
Science Year 1 - Programme of Study
AT 1 - Experimental & Investigative Science.
Develop an awareness of Science in everyday life.
Opportunities to discover through play and to develop observational skills.
Develop language and the ability to communicate.
Introduce new scientific terms, which do not arise during discussions.
Encourage children to ask questions and answer by providing opportunities for them to question each other.
Provide experience of sorting according to shape, colour, size etc.
Investigate ideas which arise from sorting activities.
Ask children to make predictions. Use everyday examples, since many children may have no experience yet of scientific equipment.
Introduce measuring using non-standard units.
Use appropriate senses to obtain evidence.
Introduce fair testing.
AT 2 - Life Processes and Living Things.
Differences between things that are living and things that have never been alive.
Animals move, feed, grow, use their senses and reproduce - needs and characteristics of animals.
Name body parts.
Role of drugs as medicine - people who help us.
Humans produce babies and these babies grow into children and then into adults.
Plants need light and water to grow.
Recognise and name parts of a plant.
Recognise similarities and differences between themselves and other pupils.
Living things can be grouped according to observable similarities and differences.
Different kinds of plants and animals in the local environment - the school.
AT 3 - Materials and their Properties.
Use the senses to explore and recognise the similarities and differences between materials.
Sort materials into groups on the basis of appearance.
Recognise and aim to use the correct names for common types of material.
Know that many materials have a variety of uses.
Know that materials are chosen for specific uses on the basis of their properties.
Objects made from some materials can be changed in shape.
Describe the way some everyday materials change when they are heated or cooled.
AT 4 - Physical Processes.
Many everyday appliances use electricity - include safety issues.
Describe the movement of familiar things getting faster, slowing down, changing direction - toys.
Both pushes and pulls are examples of forces - toys.
Light comes from a variety of sources, including the sun.
Darkness is the absence of light.
There are many kinds of sound and many sources of sound.
Sounds are heard when they enter the ear - what are ears for?
Science Year 2 - Programme of Study
AT 1 - Experimental & Investigative Science.
Encourage the use of more specific scientific language.
Encourage children to choose their own criteria for sorting.
Begin to turn their own ideas into a form which can be investigated.
Investigate ideas arising from class discussion.
Think about the outcome when planning an investigation.
Encourage the children to move towards fair testing by using examples and
considering if the test is fair.
Encourage children to recognise and accept when their predictions are wrong.
Further develop measuring abilities by using standard and non-standard units.
Make a record of observations and measurements using different methods.
Be able to recount what happened during their work.
Make simple comparisons.
Begin to use results to draw conclusions.
Begin to use their own knowledge and understanding to explain what they found out.
AT 2 - Life Processes and Living Things.
Animals, including humans move, feed, grow, use their senses and reproduce -
human requirements for life
Humans need food and water to stay alive.
Taking exercise and eating the right types and amount of food help humans to keep healthy.
Humans have senses which enable them to be aware of the world around them.
Plants need light and water to grow.
Recognise the names of parts of a flower.
Flowering plants grow and produce seeds which, in turn, produce new plants.
There are different kinds of plants and animals in the environment - the local environment.
There are differences between local environments and that these affect which animal and plants are found there - comparison of environments within the school and village area.
AT 3 - Materials and their Properties.
Use senses to explore and recognise the similarities and differences between materials.
Sort materials into groups on the basis of type.
Recognise and name common types of materials and study man-made and natural materials.
Know that many materials have a variety of uses.
Know that materials are chosen for specific uses on the basis of their properties.
Objects made from some materials can be changed in shape.
Describe the way some everyday materials change when they are heated or cooled.
AT 4 - Physical Processes.
Construct simple circuits involving batteries, wires, bulbs and buzzers. Revise safety issues.
Electrical devices will not work if there is a break in the circuit.
Describe the movement of familiar things - extend by making a magnetic fishing game.
Forces can make things speed up, slow down or change direction.
Forces can change the shapes of objects.
Light comes from a variety of sources including the sun - extend Year 1 work.
Darkness is the absence of light - shadows and candles.
Sound travels away from sources, getting fainter as they do so.
Sounds are heard when they enter the ear - introduce vibrations and look at vibrating elastics and rulers.
Science Year 3 - Programme of Study
AT 1 - Experimental & Investigative Science.
Adopt an idea as his/her own in a class brainstorming session and plan an investigation.
Develop their idea of fair testing and begin to recognise when a test is unfair.
Take their own predictions into account when planning what to do.
Begin to think independently of what apparatus and equipment they need.
Use simple equipment correctly.
Take time to make careful observations.
Begin to use tables and bar charts to present information.
Understand whether the evidence collected supports any prediction made.
Aim to present results in an organised way.
AT 2 - Life Processes and Living Things.
Life processes common to all animals including humans - growth and reproduction, - nutrition, movement and the skeleton.
The main stages of the human life cycle.
The functions of the teeth and the importance of dental care.
Food is needed for activity and for growth, and that an adequate and varied diet is needed to keep healthy.
Humans have skeletons and muscles to support their bodies and to help them to move.
Different animals are found in different habitats.
AT 3 - Materials and their Properties.
Compare everyday materials on the basis of their properties - building materials.
Some materials are better thermal insulators than others - building materials.
Some materials are better electrical conductors than others - building materials and electricity.
Mixing materials causes them to change - building materials.
Heating and cooling materials can cause them to change and that temperature is a measure of how hot or cold they are - using a thermometer, building materials or could look at heating and cooling chocolate, ice, margarine, bread.
Describe and group soils on the basis of their characteristics
Some changes can be reversed and some cannot.
Describe and group rocks on the basis of characteristics, texture and appearance.
AT 4 - Physical Processes.
A complete circuit, including a battery or power supply, is needed to make electrical devices work - conductors and insulators, make a working lighthouse, introduce standardised diagrams, application and knowledge of safety.
There are forces of attraction and repulsion between magnets, and forces of attraction between magnets and magnetic materials - toys and magnetism.
When springs and elastic bands are stretched they exert a force on whatever is stretching them - toys.
When springs are compressed they exert a force on whatever is compressing them - toys.
Science Year 4 - Programme of Study
AT 1 - Experimental & Investigative Science.
Turn their own ideas into a form that can be investigated.
Have ideas about what evidence should be collected.
Develop their ideas about fair testing.
Begin to make more careful observations and improve their accuracy in taking measurements.
Use tables and bar charts more accurately.
Make comparisons within the results gained.
Begin to be able to evaluate the evidence collected
Use their results to draw conclusions.
AT 2 - Life Processes and Living Things.
Life processes common to all plants.
Life cycle of flowering plants - pollination and seed production, seed dispersal and germination.
Locally occurring animals and plants can be identified and assigned to groups using keys.
Different plants are found in different habitats, revise animal habitats.
Animals and plants in two different habitats are suited to their environment.
Food chains show feeding relationships in an ecosystem.
Nearly all food chains start with a green plant.
AT 3 - Materials and their Properties.
Know what soil is made from. Know that soil absorbs water, has air spaces and is porous.
Solid particles of different sizes can be separated by sieving.
Identify and classify different rocks.
AT 4 - Physical Processes.
Objects have weight because of the gravitational attraction between them and the Earth.
Friction, including air resistance, as a force which slows moving objects - AT1 investigation : Which shoes have the best grip?
Light travels from a source.
Light cannot pass through some materials and that this leads to the formation of shadows - transparent, translucent and opaque.
Light is reflected from surfaces e.g. mirrors, polished metals.
We see light sources e.g. light bulbs, candles, because light from them enters our eyes - light comes from the object NOT from our eyes.
Sounds are made when objects e.g. strings on a musical instrument, vibrate but that vibrations are not always directly visible - revise basic work done in Year 2, look at musical instruments and make own instrument.
The pitch and loudness of sounds produced by some vibrating objects e.g. a drum skin, a plucked string, can be changed - discussion on how to vary pitch and loudness.
Vibrations from sound sources can travel through a variety of materials e.g. metals wood, glass, air, to the ear - string telephones.
The Sun, Earth and Moon are approximately spherical.
The position of the Sun appears to change during the day.
Science Year 5 - Programme of Study
AT 1 - Experimental & Investigative Science.
Develop a structured approach to planning an investigation:
a) prediction
b) consideration of the appropriate equipment and apparatus
c) consideration of the variables which could influence the result and what evidence should be collected.
Use equipment correctly.
Check observations and measurements by repeating them.
Aim to identify trends or patterns in results.
Decide whether the evidence collected supports any prediction made.
Try to explain conclusions in terms of scientific knowledge and understanding.
AT 2 - Life Processes and Living Things.
A simple model of the structure of the heart and how it acts as a pump.
How blood circulates around the body through arteries and veins.
The effect of exercise and rest of pulse rate - all related to health.
Plant growth is affected by the availability of light and water and by temperature - AT1 investigation.
Plants need light to produce food for growth, and the importance of the leaf in this process.
The root anchors the plant and water and nutrients are taken in through the root and transported through the stem to other parts of the plant.
The life cycle of flowering plants, including pollination, seed production, seed dispersal and germination.
Food chains show feeding relationships in an ecosystem.
Nearly all food chains start with a green plant.
AT 3 - Materials and their Properties.
Compare everyday materials on the basis of their properties - packaging.
Some materials are better thermal insulators than others - packaging.
Some materials are better electrical conductors than others - to be covered in the Electricity module.
Recognise differences between solids, liquids and gases in terms of ease of flow and maintenance of shape and volume.
Dissolving, melting, boiling, condensing, freezing and evaporating are changes that can be reversed - the water cycle.
The water cycle and the part played by evaporation and condensation.
Solids that have dissolved can be recovered by evaporating the liquid from the solution.
AT 4 - Physical Processes.
A complete circuit, including a battery or power supply, is needed to make electrical devices work - revise Year 3 work, make puzzle boxes, quiz boards.
Switches can be used to control electrical devices - making switches.
How to represent series circuits by drawings and diagrams, and how to construct series circuits on the basis of drawings and diagrams - further diagrams of series circuits.
Forces act in particular directions - floating and sinking - boats.
Forces acting on an object can balance e.g. in a tug of war, on a floating object, and that when this happens an object at rest stays still - floating and sinking, upthrust.
Unbalanced forces can make things speed up e.g. an apple being dropped, slow down e.g. a shoe sliding across the floor, or change direction e.g. a ball being hit by a bat.
Revise magnets - N & S poles, magnetic and non-magnetic materials.
Science Year 6 - Programme of Study
AT 1 - Experimental & Investigative Science.
Improve their overall skills in planning experimental work, obtaining evidence and considering evidence. Also
1. Be able to put into practice all the skills learned in earlier years and plan their
own experimental work -
- making predictions, turning their own ideas into a form which can be
investigated,
- deciding what evidence should be collected,
- carrying out a fair test by changing only one factor
- use their own experience to consider what apparatus and equipment should
be used.
2. Obtain evidence
- using equipment correctly,
- make careful observations and measurements and check these by repeating
them if necessary.
3. Consider the evidence gained objectively,
- use tables, bar charts and line graphs to present their results.
- use the evidence to make comparisons and to identify trends or patterns in the results.
- use these results to draw conclusions.
- decide whether the evidence collected supports any prediction made.
- try to explain conclusions in terms of scientific knowledge and understanding
AT 2 - Life Processes and Living Things.
There are life processes, including nutrition, movement, growth and reproduction, common to animals, including humans - growth and reproduction.
The main stages of the human life cycle.
Tobacco, alcohol and other drugs can have harmful effects.
Micro-organisms exist and many may be beneficial e.g. in the breakdown of waste, while others may be harmful e.g. in causing disease.
AT 3 - Materials and their Properties.
The changes that occur when most materials are burned are not reversible
Some solids dissolve in water to give solutions but some do not.
Insoluble solids can be separated from liquids by filtering.
There is a limit to the mass of solid that can dissolve in a given amount of water, and that this limit is different for different solids - AT 1 investigation.
AT 4 - Physical Processes.
When springs and elastic bands are stretched they exert a force on whatever is stretching them. - Design and build a vehicle which will move easily across the floor. Find three ways to make it move without touching it.
When springs are compressed they exert a force on whatever is compressing them.
Forces act in particular directions.
Unbalanced forces can make things speed up e.g. an apple being dropped, slow down e.g. a shoe sliding across the floor, or change direction e.g. a ball being hit by a bat - build a see-saw. How can a 100g weight be lifted by 20g?
Light travels from a source.
Light cannot pass through some materials and that this leads to the formation the shadows.
Light is reflected from surfaces e.g. mirrors and polished metals - AT 1 investigation - Which shiny material works best as a mirror?
We see light sources e.g. light bulbs, candles, because light from them enters our eyes - the eye and how we see.
Sounds are made when objects e.g. strings on a musical instrument, vibrate but that vibrations are not always directly visible - musical instruments.
The pitch and loudness of sounds produced by some vibrating objects e.g. a drum skin, a plucked string, can be altered - discussion of frequency and amplitude.
Vibrations from sound sources can travel through a variety of materials e.g. metals, wood, glass, air, to the ear - AT 1 investigation What things affect how well you can hear a sound?
The Earth is spinning around its own axis, and day and night are related to this spin.
The Earth orbits the Sun once a year and the Moon takes approximately 28 days to orbit the Earth.
Shadows change position as the Sun appears to change its position in the sky.
Science Resources
Trolley outside the TV room
magnifying glasses Electricity:
marbles wires with crocodile clips
balloons, balloon pump assorted lengths of wire
clothes pegs bulbs and bulb-holders
thermometers batteries
stop-watches buzzers
paper fasteners motors
flashlights
goggles
mirrors
lenses
pots with magnifying lids
1 large magnifying sheet
Science Resource Room
On Maths side of the room
shells, starfish, seahorse, coral
fossils
assorted and interesting rocks
wood, bark, horns, cones
honeycomb
coal
butterfly and moth collection
birds' eggs collection
Galt geology set
geological specimens
coloured acrylic pieces
bike parts
wool carding set
pulley frames
ramp
shelves on the right
8 large black pulleys Heat:
9 large blue pulleys 2 ceramic tiles
3 large red pulleys candle night lights
1 medium red pulley bi-metallic strip
6 small red pulleys ball + hole expt + instructions
gears of assorted ratios copper, brass, iron +
aluminium expansion experiment
lighting tapers
3 metal gauzes
Light and colour:
thin coloured acetate sheets and pieces
Osmiroid light box and instructions
string of plastic colour plates
2 box cameras
4 wooden lens holders
colour filters (acetate sheets) and cardboard holders
3 small triangular prisms
4 long triangular prisms
1 isosceles prism
1 long triangular water prism
5 periscope templates
1 compact
1 cylindrical bi-concave lens
1 cylindrical bi-concave lens
3 circular bi-concave lenses
1 circular bi-convex lens
various rolls of coloured acetate for cutting up
1 set paddle shaped acetate colour filters
Magnets:
12 iron filings shakers
4 sets large, med + sm horseshoe magnets
jar iron filings
self adhesive magnetic strips
12 compasses
horseshoe magnets) of varying
bar magnets ) effectiveness
box of items to test for magnetism
Heron air and water pack Human biology:
Osmiroid smoker
Weather: models of teeth
wind sock small human skeleton model
2 plastic rain gauges assorted bones and skulls
wind meter ink stamp of body systems &
room thermometer ink pad
weather vane large model of human body
large thermometer
Soil auger
Under bottom shelf
telephones assorted cardboard tubes
bricks, building materials filter paper
petri dishes a tyre
plastic test tubes with lids plastic sheeting
large & small plastic syringes
Middle shelf
8 lge peg-type test-tube holders pivot / fulcrum
pin-hole camera (biscuit tin) tray of different types of sand
box clear plastic containers with lids plant pots
red litmus paper seed trays
2 displacement pots soil test kit
ball on a stick (for Earth and beyond work) Ant town
2 tuning forks assorted buttons
battery charger bag of different types of soil
funnels plastic tubing
Top shelf
5 microscopes
glass test-tubes and wooden racks
4 retort stands with clamps
4 triangular metal stands
long handled nets
length of guttering with sealed ends (floating and sinking)
Infant Resources Cupboard outside Mrs. Pound's room
Dowel pipettes
wooden wheels cardboard discs
fasteners funnels
magnets thermometers
candles viewers
balloons and pump magnifying glasses
filter papers bug boxes
mirrors
SCIENCE BOOK LIST
(Books to be found in the staffroom)
Be Safe. ASE Publication on safety in Science teaching.
Blueprints. Teacher book Key Stage 2
Blueprints. Photocopiable pupil book
Nuffield Primary Science KS2.
Rocks, soil and weather
Materials
The variety of life
Living processes
Living things in their environment
Using energy
Forces and movement
Sound and music
The earth in space.
Science Scene Setters.
Heat (2 copies)
Air (2 copies)
Flight (2 copies)
Water (2 copies)
Forces (2 copies)
Learning through Science. (Macdonald Educational).
Fabrics & Fibres
Earth
Out of doors
Sky and Space
On the move
Which and what
Time growth and change
All around
Seeds and seedlings
Teaching and Understanding Science - G Peacock & R Smith.
Energy in Primary Science.
1. Mechanical energy
2. Sound
3. Magnetism and electricity
4. Chemical energy food and fuels
5. Light
6. Heat
7. Sources and resources
8. Energy and the environment
Macdonald Primary Resource Pack.
change
energy
environment
a local study
O.C.C. Problem solving 1987.
Search out science (2 copies)
Book 1. Communication and Structures
Book 2. Planet earth, moving about.
Starting Science. Working models.
The story of gas (30 copies)
The energy pack (BNFL)
Salt (blue cardboard folder)
O.C.C. Observe devise and test 1984
O.C.C. Paper and paste
Integrated approach to light (2 sheets)
CLEAPS Booklets
Elementary photography
Egg Incubation
Cold water aquaria
Paints - IC young scientists project.
Science and Technology from topics.
Topics from your tidy box.
Science from your shopping basket.
The lighthouse Keepers Catastrophe - cross curricular planning.
Oil - Grangemouth (BP).
Roehampton Racer - instructions.
Topics - Litter/Environmentally friendly.
A Day on the Farm - Health and Safety Executive.
The farming industry
Bees (Blue cardboard folder)
Life cycle
The Bat Pack
OCC.
Ponds and minibeasts
Science activities from stories and rhymes
Trees and plants
In the ground
Forces
Levers
Building and structures
Problem solving
Supporting Science with games
Light and colour
Science investigations from stories and rhymes
Collect borrow or buy
Castles
Science in a topic - food (book)
Containers folder (2 copies)
Insects Guinness Resource Pack
Brainwaves Science (Lower Junior)
SATIS 8 - 14 Science and Technology in Society
What’s your reaction? - background reading for primary science teachers
Fresh start (folder) - fruit and vegetables
Into Science (Oxford book)
The Sun (BP)
Live it up (folder about food)
The power water pack (folder)
The reservoir book (cross curricular)
‘Look’ workcards
Science in a topic -Kincaid and Coles
In the air
Clothes and costumes
Communication
Ships
Sports and games
Teaching Primary Science - Macdonald Ed.
Candles
Natural Science Books - A James
Books 1,2,3,4
Action Science - A James
Books 1 & 2
The 3rd book of experiments - L De Vries
Mcdonald Educational Science 5 - 13
Early experiences
Learning through Science
With objectives in mind
Minibeasts
Early explorations
Investigations
Tackling problems
Ways and means
Change
Science from toys
Working with wood
Like and unlike
Holes, gaps and cavities
Metals
Structures and forces
Children and plastics
Ourselves
Science models and toys
Fabrics and Fibres - Mac Ed.
Exploring science books 1,2,3, & 4
Science and water - S. F. King
Biology - introducing living things - Longman
All about me - early years of schooling 5 - 8
Assessment
Detectives Book 1 KS2 Collins Primary Science
Nelson Assessment tests for KS1
Assessment tests for KS2
SCAA Knowledge and understanding guide for teachers:
Genetics and Ecology
Forces
Electricity for Life-2. In the Environment
3. Communications
4. Industry and commerce
Steel and motorways curriculum pack for KS1 and KS2
Scholastic practical guides: Science
Starting points in Physical Science
Inputs - A question of Science - Science information for primary teachers
Curriculum Map for Science
Autumn Spring Summer
Year 3 Forces (5 wks) Materials Human body and life
(7 wks) processes of human
and animals (6 wks)
Electricity Rocks and Animal habitats
(6 wks) soils (2 wks) (1 wk)
Year 4 Light Earth & beyond Life processes
(4 wks) (4 wks) common to plants
(4 wks)
Sound Solids Plant & habitats
(4 wks) (2 wks) (4 wks)
Forces Food chains Classification of plants
(6 wks) (2 wks) (2 wks)
Year 5 Humans (4 wks) Materials Plants
Packaging (6 wks) (7 wks)
Water Cycle
(2 wks) Magnetism Food chains
Electricity Human/animal
Solids, liquids (4 wks) (1 wk)
and gases (2 wks)
Classification
Forces (floating Animals/Insects
and sinking) (4 wks) (2 wks)
Year 6 Light and the Humans Science/
Earth & beyond (6 wks) Design Technology
(6 wks) on a
Burning chosen
Forces (2wks) dissolving theme
Sound (4 wks) and filtering
(4 wks)
Microorganisms
Separating Overall
AT1 skills Revision
Number of weeks are approximate
YEAR 1 - 2 year plan
Autumn Spring Summer
1st Year Plants Classifying Materials
Sorting Light Forces
Humans Electricity Habitats
Senses Sound Plants
Light Animals Life Cycles
On-going
Activities Weather Road Safety Seasons Cooking Modelling Materials
YEAR 2 - 2 year plan
Autumn Spring Summer
1st Year Electricity Senses Living things
Magnets Light Habitats
Materials Sound
On-going
Activities Weather Road Safety Seasons Cooking Modelling materials
For mor detail refer to Curriculum 2000 document.
SCIENCE RECORD
NAME ............................................................................... YEAR 1
|
MODULE |
COMMENT |
|
AT2 Life Processes and Living Things |
|
|
Classify into living and non-living
|
weak average good |
|
Name parts of the body (head, neck, chest, elbow, knee)
Name parts of a plant (leaf, flower, stem, root)
|
weak average good
weak average good |
|
|
|
|
AT3 Materials/Properties |
|
|
Classify/sort things into plastic, metal, paper and wood
|
weak average good |
|
|
|
|
AT4 Physical Processes |
|
|
Able to identify light sources
Able to name 4 appliances that need electricity
Predicting where a shadow will fall |
weak average good
weak average good
weak average good
|
|
|
|
|
AT1
Task: Ice cube investigation Task: Where do we put seeds to grow ? Task: Food investigation |
w a g Date ............... w a g Date ............... w a g Date ...............
|
SCIENCE RECORD
NAME ............................................................................... YEAR 2
|
MODULE |
COMMENTS |
|
Animals and humans
|
weak average good |
|
Plants
|
weak average good
|
|
Materials |
weak average good
|
|
Change |
weak average good
|
|
Electricity |
weak average good
|
|
Forces |
weak average good
|
|
Light |
weak average good
|
|
Sound |
weak average good
|
|
Attainment Target 1 Planning
|
weak average good |
|
Obtaining evidence |
weak average good
|
|
Considering evidence |
weak average good
|
|
Whole investigations
|
|
|
|
|
|
|
|
SCIENCE RECORD
NAME ............................................................................... YEAR 3
|
MODULE |
COMMENTS |
|
Animals and humans
|
weak average good |
|
Habitats
|
weak average good
|
|
Building materials |
weak average good
|
|
Change |
weak average good
|
|
Separation |
weak average good
|
|
Electricity |
weak average good
|
|
Forces |
weak average good
|
|
Attainment Target 1 Planning
|
weak average good |
|
Obtaining evidence |
weak average good
|
|
Considering evidence |
weak average good
|
|
Whole investigations
|
|
|
|
|
|
|
|
SCIENCE RECORD
NAME ............................................................................... YEAR 4
|
MODULE |
COMMENTS |
|
Life processes of plants
|
weak average good |
|
Keys
|
weak average good
|
|
Habitats |
weak average good
|
|
Food chains |
weak average good
|
|
Forces |
weak average good
|
|
Light |
weak average good
|
|
Sound |
weak average good
|
|
The Earth and beyond
|
weak average good |
|
Rocks and soil |
weak average good
|
|
Attainment Target 1 Planning
|
weak average good |
|
Obtaining evidence |
weak average good
|
|
Considering evidence |
weak average good
|
|
Whole investigations
|
|
|
|
|
|
|
|
SCIENCE RECORD
NAME ............................................................................... YEAR 5
|
MODULE |
COMMENTS |
|
The human body
|
weak average good |
|
Plants
|
weak average good
|
|
Food chains |
weak average good
|
|
Packaging materials |
weak average good
|
|
Solids, liquids and gases |
weak average good
|
|
Water cycle processes |
weak average good
|
|
Electricity |
weak average good
|
|
Forces
|
weak average good |
|
Attainment Target 1 Planning
|
weak average good |
|
Obtaining evidence |
weak average good
|
|
Considering evidence |
weak average good
|
|
Whole investigations
|
|
|
|
|
|
|
|
SCIENCE RECORD
NAME ............................................................................... YEAR 6
|
MODULE |
COMMENTS |
|
Life processes
|
weak average good |
|
Drugs
|
weak average good
|
|
Micro-organisms |
weak average good
|
|
Change |
weak average good
|
|
Forces |
weak average good
|
|
Light |
weak average good
|
|
Sound |
weak average good
|
|
The Earth and beyond
|
weak average good |
|
Attainment Target 1 Planning
|
weak average good |
|
Obtaining evidence |
weak average good
|
|
Considering evidence |
weak average good
|
|
Whole investigations
|
|
|
|
|
|
|
|
AMENDMENT SHEET FOR ALL POLICY STATEMENTS
POLICY ON SCIENCE
POLICY NUMBER 5 Version 4
DATE POLICY RATIFIED; AUTUMN 1996
DATE POLICY LAST REWRITTEN; SPRING 2001
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Review Date |
Page |
Line |
Amendment |
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Summer 1998 |
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New Records |
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Autumn 1999 |
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Rewritten |
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Spring 2001 |
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Rewritten |
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