Emsworth Primary School

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Science

 At Emsworth Primary School we believe that Science should be fun and meaningful, in order to create curious, inquisitive life long learners. 

We recognise the importance of Science within our curriculum and we are committed to providing children with the investigative skills and knowledge which they will need throughout their lives. Our aim is to create an exciting and engaging curriculum which provides them with opportunities to learn a balance of working scientifically skills and key knowledge that will enable them to gain a better understanding of the world. We value the importance of first hand experiences and investigations in the curriculum.

We aim to nurture and encourage children’s natural curiosity and keen sense of adventure. We build on what children already know, yet challenge them to test their ideas so that they develop practical and investigative skills that enable them to think like a scientist. This enables them to discover the world for themselves so that they understand, at their own level, the impact Science has already had on our lives and can recognise that it will continue to do so in the future. We encourage children to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Science is a core subject with natural links to many other subjects including English, Maths, Geography and Design Technology. This allows us to plan and create exciting and engaging cross-curricular topics that encourage children to make links and apply their learning in a range of contexts. This in turn provides chances for new learning to become embedded, resulting in children developing a more secure understanding of the key scientific ideas on which they will build in Key Stage 3.

At Emsworth primary we are very fortunate that our extensive school grounds and the surrounding area provide us with a fantastic learning environment in which the children can gain first-hand experience of natural phenomena, enhancing their learning and bringing learning to life before their eyes. Each year group has a different environmental long term study, whereby they will be answering a question over the academic year. This will draw on their scientific understanding and working scientifically skills.

Here is the link to the Science National Curriculum for Key Stage 1 and 2: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425618/PRIMARY_national_curriculum_-_Science.pdf

In the EYFS Science is taught through high quality practical and exploratory experiences. Children will learn about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Below you will find a copy of the curriculum map for Science showing the key topics  covered in each year group.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Longitudinal Study
EYFS

 

Child initiated learning within understanding our world

A letter from 4 different aliens. Which season are they best suited to?
Year 1

Animals

Humans

Materials

Clothing

Forces

How things move

Plants

How do plants grow?

Plants

How do plants grow?

Animals

How animals survive

Where do flowers grow in our school? Does the seasons affect flowers growing? Do the same flowers grow in light and shade?
Year 2

Animals including humans

Lifecycles

Materials

Buildings, toys and nice things

Forces

Making forces bigger and changing shapes

Habitats

How do seasons affect them?

Plants

How do plants grow?

Plants

Making new plants and seed dispersal

Stanley the stick insect. Where could Stanley live in our school grounds?
Year 3 Rocks Light

Forces

Magnets and their effects

Plants

How plants reproduce

Plants

How plants make their food

Animals

Skeletons and movements

Where should we plant a wild flower garden? How will this impact pollinators in our environment?
Year 4

Electricity

Making electrical circuits 

States of Matter

Solid, liquids and gases 

Mixtures and separating them

 

Animals

Digestion: How the body gets nutrients into the blood

Animals feeding relationships and the environment  Sound Which material would be best for making a bug hotel? Would a sheltered or an open area be better?
Year 5 Earth, Space and Gravity Forces

Forces/ Properties of Materials 

Friction

Materials 

Making new substances 

Living things are their Habitats Animals including humans  Should we restore our school pond? What would the impact be on our environment?
Year 6 Light Light Living things and their habitats Evolution/ Living things and their habitats

Electricity

Controlling electrical currents

Animals including humans 

Circulation 

What impact does our school have on the local air quality?