Head of Department
Ms O'Kane
Mr Pierce
Primary
A successful primary scientist should not just be able to learn scientific knowledge and vocabulary, but be able to apply it through questioning, observation and conducting investigations or solving problems. All pupils are taught how to gather, record and discuss data whether this be through simple sorting tasks or more in-depth investigations. We believe that our science curriculum should link strongly to our curriculum goal of developing the ‘whole child’ and as such we ensure that pupils have many opportunities for outdoor learning linked to science. The curriculum is planned to be practical and interactive; ensuring we make good use of the equipment and laboratories based in our secondary school. Specific links are regularly made to our reading and writing curriculums, ensuring pupils have the opportunities to transfer skills and knowledge between these subjects. In addition, we contextualise out science curriculum in the ‘real world’ by introducing pupils to scientific careers and the people that work in them.
Reception
Autumn 1 | Autumn 2 |
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To talk about their personal history, family and present lives To create expressions of self and discuss how and why they have done so linking to knowledge of their own world To talk about and use technology e.g. to take photos and show photos of family/friends/activities/experiences. To show care and concern for each other |
To talk about and describe the world around them To discuss familiar celebrations and talk about times and events that are important to them and their friends (link to and preparation for ELG: similarities and differences between different religious and cultural communities in this country) To recognise and talk about similarities and differences To enjoy jokes (link C+L and PSED) |
Spring 1 | Spring 2 |
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To notice changes and effects of actions To hypothesize about how things work and why things happen To ask big questions and speculate To work with support to find out why things happen/answer big questions To develop fascinations To be able to talk articulately about things they have enjoyed discovering/know lots about To make plans, have a go, and make changes to make things work |
To spot places of interest on maps To talk about where animals live in relation to maps and climate To make observational drawings/paintings of animals To find out about vertebrates and invertebrates To talk about places they have visited and things they have seen To talk about places they have heard about and would like to go in the future. |
Summer 1 | Summer 2 |
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To spot places of interest on maps |
To talk about things that happened in the past To talk about important processes and changes in the world around us To talk about changes of state (seasons, lifecycles, evaporation) To talk about how we can look after the environment |
Year 1
Autumn 1 | Autumn 2 |
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Every day materials | Autumn or Winter |
Spring 1 | Spring 2 |
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Animals including humans | Animals including humans |
Summer 1 | Summer 2 |
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Spring and Summer STEM Week - Dinosaurs |
Plants |
Year 2
Autumn 1 | Autumn 2 |
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Animals including humans | Use of materials |
Spring 1 | Spring 2 |
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Habitats | Habitats |
Summer 1 | Summer 2 |
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Habitats: Protecting the environment STEM Week: Food |
Plants: Bulbs and growth |
Year 3
Autumn 1 | Autumn 2 |
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Light | Forces and Magnets |
Spring 1 | Spring 2 |
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Animals including humans | Rocks |
Summer 1 | Summer 2 |
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STEM WEEK: Outdoor Learning Explorers | Plants: Survival |
Year 4
Autumn 1 | Autumn 2 |
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States of matter | Animals including humans |
Spring 1 | Spring 2 |
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Sound | Electricity |
Summer 1 | Summer 2 |
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STEM WEEK: Potions and medicines | Living things and their habitats |
Year 5
Autumn 1 | Autumn 2 |
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Properties and changes of materials | Earth and Space |
Spring 1 | Spring 2 |
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Forces | Animals including humans |
Summer 1 | Summer 2 |
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STEM WEEK: We are engineers | Living things and their habitats |
Year 6
Autumn 1 | Autumn 2 |
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Evolution and Inheritance | Electricity |
Spring 1 | Spring 2 |
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Light | Animals including humans |
Summer 1 | Summer 2 |
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STEM WEEK: Space |
Living things and their habitats |
Year 7
Autumn 1 | Autumn 2 |
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How does science build and shape the world around me? How do I build an organism? |
|
Cells Particles |
Reproduction |
Spring 1 | Spring 2 |
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Which forces hold the solar system together? Why do atoms make up everything? What is energy? How can we make energy work for us? |
|
Forces and Vectors Atoms, elements & compounds Mixtures |
Energy Transfers Electrical circuits - current & potential difference |
Summer 1 | Summer 2 |
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Which forces hold the solar system together? Why do atoms make up everything? What is energy? How can we make energy work for us? |
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Interdependence | Practical Investigations |
Year 8
Autumn 1 | Autumn 2 |
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How does the food I eat help me move? Can you resist the attraction? |
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Tissues & organs Nutrition Respiration |
Circuits and resistance Magnestism |
Spring 1 | Spring 2 |
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Is chemistry acidic or is it all about that base? What is the science of a see-saw? Do Earth's resources get recycled? |
|
Acids & alkalis Changing Substances |
Movement and pressure Earths Systems |
Summer 1 | Summer 2 |
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How do plants get their food? Why are living things so different? How does light help us to see? |
|
Photosynthesis Life Diversity |
Light |
Year 9
Autumn 1 | Autumn 2 |
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Growth & Differentiation The Periodic Table |
Acceleration |
How do cells divide and conquer? How do atoms make up everything? Can Newton make us move and make us stop? |
Spring 1 | Spring 2 |
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Human Interaction |
Heating Genetics |
What happens when humans interact with ecosystems? What mass of atoms are required for chemical reactions? What is the difference between heat and temperature? How does DNA make us unique? |
Summer 1 | Summer 2 |
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Using Resources |
Home Electricity |
How do we obtain, use & reuse Earth's resources? |
Year 10
Autumn 1 | Autumn 2 |
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B: How do you build and power an organism? C: Do we have a strong bond? P: How do I charge my phone? B: Where do we get our energy? C: How does bonding determine structure? P: How do we generate electricity? |
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Biology: Bodily Systems Chemistry: Bonding Physics: Electricity |
Biology: Bioenergetics Chemistry: Structure Physics: Electricity in the home. |
Spring 1 | Spring 2 |
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B: Why do we say 'catch it, bin it, kill it'? C: How many atoms are in the universe? P: Why does frozen water float? B: What is the link between mould and medicine? C: How does Unilever make its millions? P: Where does the energy of the sun come from? |
|
Biology: Communicable disease and drug development Chemistry: Quantitative Chemistry Physics: Particles and matter |
Biology: Non-communicable disease Chemistry: Rates of reaction Physics: Nuclear Physics |
Summer 1 | Summer 2 |
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B: How can genetics save your life? C: Can you make a cold explosion? P: What can forces can forces accomplish? B: Are we electric? C: Are scientists always right? P: How is a slinky like an X-ray? |
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Biology: Genetics Chemistry: Energy changes Physics: Forces |
Biology: Homeostasis and nervous system Chemistry: Earth's early and current atmosphere Physics: Waves |
Year 11
Autumn 1 | Autumn 2 |
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B: Are we electric? C: Are scientists always right? P: How is a slinky like an X-ray? B: Can you send a chemical message? C: What substances fuel our life? P: How do we generate electricity? |
|
Biology: Homeostasis and nervous system Chemistry: Earth's early and current atmosphere Physics: Waves |
Biology: Homeostasis and hormones Chemistry: Organic Chemistry Physics: Magnets and electromagnets |
Spring 1 | Spring 2 |
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B: How did I evolve? C: How do I test a posion? P: What can forces accomplish? B: Are we killing the planet? C: Are we stealing from the future? P: What can forces accomplish? |
|
Biology: Evolution Chemistry: Chemical analysis Physics: Forces and motion |
Biology: Ecology Chemistry: Using resources Physics: Forces and motion cont. |
Summer 1 | Summer 2 |
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Am I ready for my GCSE's? | |
GCSE Revision Lessons are planned to cover the 2 year course based on each year groups needs |