Science
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.
The national curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
Through teacher surveys and pupil voice, we have created our own Principles of Science. The principles of science, collectively combines thoughts from children and staff outlining what good science will look like at Tattershall Primary School. See our Principles of Teaching Science.
Intent
Our Science curriculum is underpinned by the National Curriculum. Teaching and learning in Science is usually taught discretely but it is integrated into our themes where possible. We generally develop scientific knowledge and understanding through an enquiry model. This means that pupils are constantly thinking critically as well as refining and developing working scientifically skills that enable them to explore emerging ideas and concepts in the subject and beyond and ask new questions of their own. We enable pupils to know what being a scientist entails, to observe the world around them, and empower them to work scientifically and to explain how and why things happen using their scientific knowledge, understanding and process knowledge (skills) in progressively accurate ways.
Implementation
Class teachers follow our curriculum progression documents to underpin planning and teaching, ensuring subject knowledge is developed and retained. The progression document outlines the development of scientific knowledge and the enquiry skills that are taught. Knowledge organisers are used to set out the key knowledge that children will learn in a particular unit of work. Formative assessment practices enable teachers to adapt lessons within units of work to ensure that key knowledge is developed. Teachers provide support and guidance to pupils, enabling them to learn and retain the required knowledge and process knowledge (skills).
Science Progression
This is the science progression from Reception through to Year 6, and details what science topics they will cover throughout their time at school.
Cycle 2
|
Theme |
What we want our children to know: Knowledge Organisers |
|---|---|---|
Year 1 |
Materials |
|
Year 2 |
Animals Including Humans |
|
Year 3/4 |
Forces and Magnets |
|
Year 4/5 |
Earth and Space |
|
Year 6 |
Healthy Bodies |
Cycle 2
| Class | Theme | What we want our children to know: Knowledge organisers |
Class 2 |
Seasonal changes |
|
Class 3 |
Animals including humans |
|
Class 4 |
Sound |
|
Class 5 |
Animals including humans |
|
Class 6 |
Animals and humans |
Pupil Voice
The Science Team recently got together and talked about what Science meant to them and what science learning they have enjoyed at school. Here were some of the responses:
What does science mean to you?
“Been able to discover things”
“Experimenting”
“Fun”
“Messy”
“Learning about materials”
“Learning that is interesting”
What has been your favourite science learning/topic since September?
- Human lifecycles
- Muscles
- The Human Diet
- Animal Classification
- Materials
- Classification of plants
- Female and Male parts of the flower
How can science be improved in our school?
- Even more science lessons
- More investigations
- Field trips
Materials
In class 2 we have been learning about materials in science. We have been sorting objects in different ways according to their properties and their material.
Plant Hunt
Class 2 went on a plant hunt around the school in our science lesson. we found lots of different types of plants from trees and bushes to weeds and flowers.
Magnets
Class 2 have enjoyed exploring magnets as part of their material learning in science.
Science - Habitats
As part of our science learning, we learnt about different types of habitats including micro-habitats. To help us with our understanding of micro-habitats and what animals live in them we carried out an investigation in our wildlife garden.
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Circuits
Class 5 have been checking their knowledge of circuits from Monday's lesson and seeing if they were correct and the circuit would or would not work.
Investigating Gears
Class 5 have have now moved on to investigating gears. They were able to see how different size gears interact with each other and use their maths skills to work out how many times a gear would turn in relation to another gear. Excellent investigation skills.
Friction
Class 5 really enjoyed their friction investigation. They decided to investigate which school school had the post grip.
Class 5 Science - Isaac Newton
Class 5 really enjoyed their Isaac Newton hunt finding out about Isaac Newton's life and his discoveries.
Gravity and Air resistance
Class 5 have been enjoying their forces learning. Class 5 created their own experiment to investigate gravity on a variety of objects. Class 5 have also created their own investigation to see the affects of air resistance and how they can change the affects of air resistance.
News report information
- First chick hatched at 2:00pm Tuesday 24th March
- There are 7 chicks, still waiting to see if the remaining 2 hatch.
- There are 5 yellow feathered chicks and 2 black feathered chicks
- The first chick stayed in the incubator till another chick hatched so it would not be lonely.
- 4 Eggs where cheeping and starting to crack as Mr Hoodless went to bed.
- When Mr Hoodless came to see the chicks at 7:00am Wednesday 25th March, there was 5 chicks in the incubator all yellow.
- These 5 chicks where then placed in their cage which has a heat lamp to keep them warm, food and water.
- Wednesday 25th March 10:00 am chick number 6 starts to hatch.
- Wednesday 25th March 12:30pm chick number 7 starts to hatch.
- Once both of these chicks had dried off in the incubator, they joined the rest of the chicks upstairs.
