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Welcome to
Park Spring Primary School

‘Achieving Together ● Inspired To Be Successful’

Science

Intent 

At Park Spring Primary School, we inspire our pupils to develop a wide range of scientific enquiry and scientific knowledge skills through lessons provided by a team of budding science enthusiasts. 

PSPS are guided by the National Curriculum (2014), whose aims are to develop children’s conceptual understanding of biology, chemistry and physics. We encourage children to recognise the importance of having the power of rational explanation, skills of prediction, observation, analyses, comparing, grouping and classifying and questioning.  

 

Implementation

Science is taught weekly through discrete science lessons in Key Stage One and Two and as part of cross-curricular themes, when appropriate. The long term plan below shows which area of Science is taught and when.

LTP

Within this long term plan we ensure that Biology, Chemistry and Physics elements are taught across the key stage.

Biology, Chemistry, Physics LTP

 

Curriculum at each phase 

In Science at Park Spring EYFS starts in the Early years where children are taught to make sense of the world around them.  Throughout the year children work towards meeting the following objectives below

Science in EYFS

Topics are repeated throughout a variety of years to show progression and for children to widen and deepen their knowledge.

LTP progression across year groups
 

Teachers plan engaging and challenging lessons using the resources provided by the Science leaders. These highlight key vocabulary, previous learning, key facts, scientific enquiry type and help the teachers to understand what resources are needed for the lesson. Science lessons provide opportunities for children to work scientifically, both in groups and independently, through pattern spotting, grouping and classifying, planning and performing comparative tests, observing over time and using secondary research to build on prior knowledge.

Here is an example of a MTP lozenge showing the sequence of lessons on the front.

Year 4 example lozenge

 

Children’s learning

Year 6

This is the Year 6 Science topic What does a journey through your body look like? which is part of ANIMALS, INCLUDING HUMANS’. Here they learnt about the components of blood: plasma, red blood cells, white blood cells, and platelets and what their functions are.

These are pictures from the Year 6 Science topic Why are our eyes special?  which is part of  the LIGHT topic.’ Here they learnt about light travelling in a straight line and how a periscope works to make light go around a corner.

These are pictures from the Year 6 Science topic Why are our eyes special?  which is part of  the LIGHT topic.’ Here they learnt about how light disperses into a spectrum and light waves bend and refract in water changing how we see a pencil.

These are pictures from the Year 6 Science topic What does a journey through your body look like? which is part of ANIMALS, INCLUDING HUMANS’. Here they learnt about the main parts of the heart; the four chambers, the ventricles and atriums and their functions.

 

Year 5

These are pictures from the Year 5 Science topic What is the circle of life? which is part of ANIMALS, INCLUDING HUMANS/LIVING THINGS AND THEIR HABITATS’. Here they learnt about the role of the flower, it’s parts and their function and the process of pollination and fertilisation.

 

Year 4

These are pictures from the Year 4 Science topic Can you feel the vibrations? which is part of  SOUND’. Here they learnt about vibrations and how sounds enter the ear.

These are pictures from the Year 4 Science topic Why is classification critical and how can we help the world? which is part of  LIVING THINGS AND THEIR HABITATS’. Here they learnt about using classification keys to help group, identify and name a variety of living things in their local and wider environment.

These are pictures from the experiment that children did in Year 4 to describe the simple functions of the basic parts of the digestive system in humans, as well as a sheet explaining how many incisors, molars and canines the children had in their mouths and they had to label the parts of a mouth.

 

Impact

At the start of each topic, teachers are given a pre-unit assessment activity to assess the children’s knowledge and skills.

Year 6 pre assessment example

Knowledge organisers are also displayed in children’s books at the start of each topic.

Y6 KO example
Year 2 KO example

Children then show their learning from the unit in a post task assessment. Children’s work in science is assessed through teacher judgements as we observe children working scientifically, asking questions and through marking their written work. Teacher judgements for each child are then recorded on a science tracker to enable teachers to make accurate judgements at the end of each key stage.