Crawley Way, Chadderton, Oldham, OL9 9ED

0161 624 0907

office@christchurch-chad.oldham.sch.uk

Christ Church C of E Primary School

Science

 

The high-quality science education provided at Christ Church ensures the foundation 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 are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, we encourage pupils to recognise the power of explanation and develop a sense of excitement and curiosity about natural phenomena. They are also encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

 

Below is the overview of the topics that will be taught in each phase / year group.

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 Phase 1

 

(Reception /

Year 1)

 

To work scientifically

 

Biology

To understand plants

 

To understand animals & humans

 

To work scientifically

 

Chemistry

To investigate materials

 

 

 

 

 

To work scientifically

 

Physics

To understand sound & hearing

 

To understand movement, forces & magnet

To work scientifically

 

Biology

To understand living things

 

To understand Evolution

 

To work scientifically

 

Chemistry

To investigate materials

 

Physics

To understand electrical circuits

 

 

To work scientifically

 

Physics

To understand Earth, Space & beyond

 

To understand light & seeing

 

 Phase 2

 

(Year 1 / Year 2)

To work scientifically

 

Chemistry

To investigate materials

 

 

 

 

To work scientifically

 

Physics

To understand sound & hearing

 

To understand movement, forces & magnets

 

To work scientifically

 

Biology

To understand plants

 

To understand animals & humans

 

 

To work scientifically

 

Chemistry

To investigate materials

 

Physics

To understand electrical circuits

To work scientifically

 

Physics

To understand Earth, Space & beyond

 

To understand light & seeing

To work scientifically

 

Biology

To understand living things

 

To understand Evolution

 Phase 3

 

Year 3 / Year 4

To work scientifically

 

Physics

To understand sound & hearing

 

To understand movement, forces & magnets

To work scientifically

 

Biology

To understand plants

 

To understand animals & humans

 

To work scientifically

 

Chemistry

To investigate materials

 

 

To work scientifically

 

 

Physics

To understand Earth, Space & beyond

 

 

To work scientifically

 

Biology

To understand living things

 

To understand Evolution

 

To work scientifically

 

Chemistry

To understand light & seeing

 

Physics

To understand electrical circuits

 

 Phase 4

 

Year 4 / Year 5 & Year 6

To work scientifically

 

Biology

To understand plants

 

To understand animals & humans

 

To work scientifically

 

Chemistry

To investigate materials

To work scientifically

 

Physics

To understand sound & hearing

 

To understand movement, forces & magnets

To work scientifically

 

 

Biology

To understand living things

 

To understand Evolution

To work scientifically

 

Chemistry

To investigate materials

 

Physics

To understand electrical circuits

 

To work scientifically

 

Physics

To understand Earth, Space & beyond

 

To understand light & seeing

 

 

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.
  • The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.      
  • Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.

The nature, processes and methods of science

  • ‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. ‘Working scientifically’ will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control.

Spoken Language

  • The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

 

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