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The Rosary Catholic Primary School

Science

What Do We Want Our Pupils to Achieve?

At The Rosary Catholic Primary School, we believe that pupils need to work as successful scientists who explore, create and engage in active learning. Our curriculum details the knowledge and skills necessary for scientific enquiry and understanding. We want our pupils to aspire to make a difference through their achievements and their understanding of our world and life on our planet.

We want our pupils to:
• develop scientific knowledge and understanding through the the different areas of science outlined in the National Curriculum i.e. 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
• be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

How is Science taught?

At The Rosary Catholic Primary School, we endeavour to deliver the scientific skills and knowledge that pupils require through thematic teaching. This means that we have tried. Where possible, to embed the requirements of the National Curriculum within a relevant theme. For example, pupils learn about the Uses of Everyday Materials in the Great Fire of London theme in Year 2.

It is important that pupils embed skills based learning and for this reason, we have ensured that certain science skills are revisited each year. However, it is also important that there is progression in the scientific skills that pupils possess. As our pupils progress through the school, they need to be able to use more challenging skills progressively in order to tackle the scientific problems they encounter.
Enquiry skills and knowledge content are carefully planned for using: The National Curriculum, ASE, STEM, Headstart and Outstanding Science.

We ensure that pupils use appropriate scientific equipment matched to the enquiry being carried out (e.g. forcemeters) and that they have the opportunity to listen to and work with outside speakers. We also organise a science day every academic year.

As well as inside the classrooms, we make use of outside learning environments where appropriate e.g. investigating mini beasts in the school grounds.

Year 1 Knowledge

Statutory Requirements National Curriculum 2014
Year 1: Where Do I Live?

Plants
To be able to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees 
To be able to identify and describe the basic structure of a variety of common flowering plants, including trees

Year 1: Toys – Past and Present

Everyday Materials
To be able to distinguish between an object and the material it is made from.

To be able to identify and name a variety of every day materials including wood, plastic, glass, metal, water and rock.

To be able to describe the simple physical properties of a variety of everyday materials

To be able to compare and group together a variety of every day materials on the basis of their simple physical properties

Year 1: Weather and Climate

Seasonal Changes
To observe changes across the four seasons

To observe and describe weather associated with the seasons and how day length varies

 

Plants
To be able to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

To be able to identify and describe the basic structure of a variety of common flowering plants, including trees

Year 1: Amazing Animals

Animals Including Humans (Link to the minibeasts/creatures learned about in Where Do I Live?).

To be able to identify and name a variety of common animals including amphibians, reptiles, birds and mammals

To be able to identify and name a variety of common animals that are carnivores, herbivores and omnivores

To be able to describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

To be able to identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Year 2 Knowledge

Statutory Requirements National Curriculum 2014
Year 2: The Great Fire of London

Uses of Everyday Materials
To be able to identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Year 2: Contrasting Localities

Plants
To observe and describe how seeds and bulbs grow into mature plants

To find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Year 2: Transport

Uses of Every Day Materials
To be able to identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Year 2: Under the Sea

Living Things and Their Habitats
To be able to explore and compare the differences between things that are living, dead, and things that have never been alive

To be able to identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

To be able to identify and name a variety of plants and animals in their habitats, including microhabitats.

To be able to describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Year 2: Healthy Living

To notice that animals, including humans, have offspring which grow into adults

To find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

To be able to describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene.

Year 3 Knowledge

Statutory Requirements National Curriculum 2014
Year 3: Stone Age – Bronze Age – Iron Age

Plants
Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Explore the requirements of plants for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant

Investigate the way in which water is transported within plants

Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal


Light
Recognise that they need light in order to see things and that dark is the absence of light

Notice that light is reflected from surfaces
Recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Recognise that shadows are formed when the light from a light source is blocked by a solid object

Find patterns in the way that the size of shadow changes

Year 3: Natural Diasater!

Rocks
Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Describe in simple terms how fossils are formed when things that have lived are trapped in rock

Recognise that soils are made from rocks and organic matter

Year 3: London

Forces and Magnets
Compare how things move on different surfaces
To notice that some forces need contact between two objects, but magnetic forces can act at a distance

To observe how magnets attract or repel each other and attract some materials and not others

Year 3: Perfect Planet?

Animals Including Humans
Identify that animals…need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

Identify that…some animals have skeletons and muscles for support, protection and movement


Plants
Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Explore the requirements of plants for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant

Investigate the way in which water is transported within plants

Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Year 3: Sacrifice and Ceremony: The Mayans

Animals Including Humans
Identify that animals…need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

Identify that…some animals have skeletons and muscles for support, protection and movement

Year 4 Knowledge

Statutory Requirements National Curriculum 2014
Year 4: The Fascinating Egyptians

States of Matter
To be able to compare and group materials together, according to whether they are solids, liquids or gases

To be able to observe that some materials change state when they are heated or cooled, and measure and or research the temperature at which this happens in degrees Celsius

To be able to identify the part played by evaporation and condensation in the water cycle

Year 4: Water, Water Everywhere!

Electricity
To be able to identify common appliances that run on electricity

To be able to construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

To be able to identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

To be able to recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit To be able to recognise some common conductors and insulators, and associate metals with being good conductors

Year 4: European Traveller

Living Things and Their Habitats
To be able to recognise that living things can be grouped in a variety of ways

To be able to explore and use classification keys to help group, identify, and name a variety of living things in their local and wider environment

To recognise that environments can change and that this can sometimes pose dangers to living things

Year 4: Heston Detectives

Animals Including Humans
To be able to describe the simple functions of the basic parts of the digestive system in humans

To be able to identify the different types of teeth in humans and their simple functions

To be able to construct and interpret a variety of food chains, identifying producer, predator and prey.

Year 4: The Romans in Britain: Invasion and Impact

Sound
To be able to identify how sounds are made, associating some of them with something vibrating

To be able to recognise that vibrations from sounds travel through a medium to the ear

To be able to find patterns between the pitch of a sound and features of the object that produced it

To be able to find patterns between the volume of a sound and the strength of the vibrations that produced it

To be able to recognise that sounds get fainter as the distance from the source increases

Year 5 Knowledge

Statutory Requirements National Curriculum 2014
Year 5: Life and Legacy: The Ancient Greeks

Earth and Space
To be able to describe the movement of the Earth, and other planets, relative to the Sun in the solar system

To be able to describe the movement of the Moon relative to the Earth

To be able to describe the Sun, Earth and Moon as approximately spherical bodies

To use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Year 5: Britain’s Invaders

Forces
To be able to explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

To be able to identify the effects of air resistance, water resistance and friction, that act between moving surfaces

To recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

Year 5: United Kingdom Explorer

Living Things and Their Habitats
To be able to describe the difference in the life cycles of a mammal, an amphibian, an insect and a bird

To be able to describe the life processes of reproduction in some plants and animals

Year 5: Democracy

Animals Including Humans
To be able to describe the changes as humans develop to old age

To be able to draw a timeline to indicate stages in the growth and development of humans. Pupils should learn about the changes experienced in puberty.

To be able to work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.

Year 5: Tudors

To be able to compare and group together every day materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

To know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

To be able to use knowledge of solids, liquids and gasesto describe how mixtures might be separated including through filtering, sieving and evaporating

To be able to give reasons, based on evidence from comparative and fair tests for the particular uses of everyday materials, including metals, woods and plastic

To be able to demonstrate that dissolving, mixing and changes of state are reversible changes

To be able to explain that some changes result in the formation of new materials and that this kind of change is not usually reversible (irreversible), including changes associated with burning and the action of acid on bicarbonate of soda

Year 6 Knowledge

Statutory Requirements National Curriculum 2014
Year 6: The Victorians: Society and Innovation

Electricity
To be able to associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.

To be able to compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.

To use recognised symbols when representing a simple circuit diagram.

Year 6: Remembrance: 1914-1918

Animals Including Humans
To be able to identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.

To be able to describe the ways in which nutrients and water are transported within animals, including humans.

Year 6: Explorers/North and South America

Living Things and Their Habitats
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Give reasons for classifying plants and animals based on specific characteristics.

Year 6: Social Media/Managing Money

Light
To be able to recognise that light appears to travel in straight lines

To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

To be able to explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

To use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Year 6: Events That Have Shaped Our World: 1939 - 1970

Evolution and Inheritance
To able to recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

To be able to recognise that living things produce offspring of the same kind but normally offspring vary and are not identical to their parents

To be able to identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Theme Links

Science is linked to the themes studied in order to provide a comprehensive learning experience for pupils.

Year
1
Plants
Where do I Live?
Everyday Materials
Toys – Past and Present
Seasonal Change
Weather and Climate
Plants
Weather and Climate
Animals Including
Humans
Amazing Animals
Year
2
Uses of Everyday Materials
The Great Fire of London
Plants
Contrasting Localities
Uses of Everyday Materials
Transport
Living Things and Their Habitats
Under the Sea
Animals Including Humans
Healthy Living
Plants
Healthy Living
Year
3
Light
Stone Age – Bronze Age – Iron Age
Plants
Stone Age – Bronze Age – Iron Age
Rocks
Natural Disaster!
Forces and Magnets
London
Animals including Humans
Perfect Planet?
Plants
Perfect Planet?
Sacrifice and Ceremony: the Merciless Mayans Animals including Humans
Year
4
States of Matter
The Fascinating Egyptians
Electricity
Water, Water Everywhere!
Living Things and Their Habitats
European Traveller
Animals Including Humans
Heston Detectives
Sound
Roman Empire: Invasion and Impact
Year
5
Earth and Space
Life and Legacy: The Ancient Greeks
Forces
Britain’s Invaders!
Living Things and Their Habitats
United Kingdom Explorer
Animals Including Humans
Democracy
Properties and Changes of Materials
The Tudors
Year
6
Electricity
The Victorians: Society and Innovation
Animals Including Humans
Remembrance: 1914 - 1918
Living Things and Their Habitats 
Explorers/North and South America
Light
Social Media: Friend
of Foe?
Managing Money
Evolution and Inheritance
Events That Have Shaped Our World: 1939 – 1970)

Useful Science Websites

Year 1: Where Do I Live?

BBC Bitesize - Outside Plants 
BBC Bitesize - Parts of the body 
BBC Bitesize - The senses

Year 1: Toys – Past and Present

BBC Bitesize - Materials

Year 1: Weather Around the World

Newsround - Weather Chaos
BBC - Opposite Climates
Newsround - Weather
BBC Bitesize - Plants

Year 1: Amazing Animals

BBC Bitesize - Mammals 
BBC Bitesize - Antarctica: Amazing Animals 
BBC Bitesize - Amphibians
BBC Bitesize - Reptiles
BBC Bitesize - Mini Beasts 

Year 2: The Great Fire of London

BBC Bitesize - Materials
BBC Bitesize - Changing Materials

Year 2: Under The Sea

BBC Bitesize - Food Chains
BBC Bitesize - Ocean Habitats
BBC Bitesize - Polar Habitats
BBC Bitesize - Pond Habitats

Year 2: Healthy Living

BBC Bitesize - Staying Healthy 
NHS - 10 minute shake up games 
YouTube - Healthy Eating

Year 3: Stone Age-Bronze Age-Iron Age

BBC Bitesize - Healthy Eating 
BBC Bitesize - Skeletons 
BBC Bitesize - Light 
BBC Bitesize - Reflection
BBC Bitesize - How the eye sees 

Year 3: Natural Disaster!

BBC Bitesize - Fossils
BBC Bitesize - Learning from Fossils
BBC Bitesize - Rocks 
BBC Bitesize - Forces
BBC Bitesize - Magnets
BBC Bitesize - Magnetic Materials

Year 3: Perfect Planet?

BBC Bitesize - Rainforest Threat 
BBC Bitesize - Light
BBC Bitesize - Reflection 
BBC Bitesize - How the eye sees
BBC Bitesize - Plants 
BBC Bitesize - Pollination 
BBC Bitesize - Healthy Diet 
BBC Bitesize - Skeletons 

Year 3: Sacrifice and Ceremony: The Mayans

The School Run - The Mayans
BBC Bitesize - Healthy Diet 

Year 4: Water, Water Everywhere!

BBC Bitesize - Classification 
BBC Bitesize - Food Chains 
BBC Bitesize - Electricity 
BBC Bitesize - Conductors and Insulators 
BBC Bitesize - What is power? 
BBC Bitesize - States of Matter 
BBC Bitesize - Freezing and Melting 
BBC Bitesize - Evaporation and Condensation 
BBC Bitesize - The Water Cycle 

Year 4: European Traveller

BBC Bitesize - Food Chains 
BBC Bitesize - Ecosystems 
BBC Bitesize - Classification 

Year 4: Heston Detectives

BBC Bitesize - How Sound is Made 
BBC Bitesize - Detecting Sound 
BBC Bitesize - Pitch  
BBC Bitesize - Volume 

Year 4: The Romans in Britain: Invasion and Impact

BBC Bitesize - Digestion 
BBC Bitesize - What Happens in the Mouth 
BBC Bitesize - Types of Teeth 
BBC Bitesize - Stomach
BBC Bitesize - Intestines 

Year 5: Britain’s Invaders

BBC Bitesize - Dissolving  
BBC Bitesize - Separation  
BBC Bitesize - Irreversible Changes 
BBC Bitesize - Gravity  
BBC Bitesize - Friction