Science
Science at Bidbury Infant School
Intent
At Bidbury, our science curriculum aims to develop a sense of excitement and curiosity about natural phenomena and an understanding of how the scientific community contributes to our past, present and future.
We want our pupils to develop a complex knowledge of Biology, Chemistry and Physics, but also adopt a broad range of skills in working scientifically and beyond. Our science curriculum aims to be inclusive and meaningful, so that all pupils may experience the joy of science and make associations between their science learning and their lives outside the classroom. Our curriculum aims to encourage critical thinking and empower pupils to question the hows and whys of the world around them.
Our curriculum is based on the Kapow Primary Science scheme of work which encourages:
The aims of this scheme of work align with those set out in the National curriculum whilst the scheme enables pupils to meet the end of key stage attainment targets in the national curriculum.
Implementation
The national curriculum programme of study for science aims to ensure that all pupils:
In order to meet the aims of the national curriculum and in response to the Ofsted research review into science, we have identified the following key strands:
Kapow Primary’s Science scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. A range of recall activities promote frequent pupil reflection on prior learning, ensuring new learning is approached with confidence. The Science in action strand is interwoven throughout the scheme to make the concepts and skills relevant to pupils and inspiring for future application. Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Science skills to other areas of learning.
Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics and to show progression throughout the school we have grouped the national curriculum content into six key areas of science:
Pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant specialist vocabulary. As suggested in Ofsted’s Science research review (April 2021), the ‘working scientifically’ skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. The scheme utilises practical activities that aid in the progression of individual skills and also provides opportunities for full investigations.
Each year group has an optional exploratory ‘Making connections’ unit that delves beyond the essential curriculum, assimilating prior knowledge and skills to evoke excitement and to provide an additional method of assessing scientific attainment.
Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical, creative, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with different learning styles. In Year 1, we have tried to ease the transition into Key stage 1, by providing a selection of activities: some adult-led, some independent tasks, and some tasks that can be used during continuous provision.
Learning is adapted for every lesson to ensure that all pupils can access learning and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit help to identify prior and future curriculum links to make the scheme as meaningful as possible and reinforce key technical terms.
Impact
At Bidbury, we continually monitor the impact of our Science curriculum through both formative and summative assessment opportunities. Within each unit studied, pupils' learning is assessed against the learning objectives and any relevant scientific enquiry skills using the 'unit quiz'. A 'knowledge and skills catcher' is used at the beginning and/or end of the unit to provide a summative assessment. Opportunities for children to communicate using scientific vocabulary also form part of the assessment process in each unit.
AUTUMN |
SPRING |
SUMMER |
|||
Living things and their habitats |
Materials |
Plants |
|||
Animal adventures Exploring habitats where animals big and small live—from spiders to sloths and farms to forests—pupils use their observations to sort animals based on their similarities and differences. They observe and compare the homes and behaviours of various animals, understanding how different environments meet their needs. Through outdoor activities, songs and creative tasks, pupils develop a deeper connection to the natural world. |
I am a scientist Exploring processes and changes in the natural world, children build important foundations for working scientifically. Through hands-on activities, they compare and test materials, discovering similarities and differences between them. Pupils begin to guess what might happen and learn that observations help to answer questions. They discover that materials have different textures, can change shape and respond to pushes and pulls.
|
Our beautiful planet Exploring the outdoor environment, pupils describe what they see and feel as they observe a range of plants. They examine different plant parts and draw their observations. By planting their own seeds, pupils discover that water and light are essential for growth. They also learn the importance of caring for the planet and consider practical ways they can help protect it. |
|||
Forces, Earth and space |
|||||
Observing how the natural world transforms through the year, children discover how these changes affect plants, animals and daily life. In autumn, they create a class weather chart and collect the treasures that the season brings. They learn how some animals prepare for winter. In spring, they explore new life and the life cycle of a butterfly through dance. During summer, they experiment with sand and water to find the perfect mixture for building sandcastles. |
AUTUMN |
SPRING |
SUMMER |
|||
Animals, including humans |
Forces, Earth and space |
Materials
|
Animals, including humans |
Plants
|
Making connections (5 lessons) |
Comparing animals |
Seasonal changes |
Everyday materials |
Sensitive bodies |
Introduction to plants |
Investigating science through stories |
Studying both local and global animals, children identify common characteristics and physical features and use this information to make comparisons and classify animals. They consider the most effective way to collect data about class pets and record their findings in a block chart. They develop their understanding of classification by comparing the dietary habits of different animals and role play as Jane Goodall carrying out research into chimpanzees in the wild.
|
Reflecting on their own experiences, children learn about the four seasons and the weather associated with each. They explore how seasonal changes affect trees, daylight hours and our choices about outfits. They plan and carry out their own weather reports, considering the knowledge required for this job.
|
Identifying the difference between objects and materials, children explore their surroundings to find examples of each. They work scientifically by planning tests, making observations and recording data and then use results to answer questions and sort and group materials based on their properties.
|
Familiarising themselves with the basic parts of the human body, children investigate their senses through stimulating experiences that highlight how we interact with the world around us. They work scientifically, using their senses to make observations, spot patterns and use data to answer questions. They develop an understanding of how science can support those who have lost sensory function and consider how firefighters use their senses at work.
|
Identifying the key features of a plant, children describe important structures and make comparisons between different plants. They use investigative skills to record the growth of a plant over time and begin to reflect on factors that will affect its development. They begin to explore how plants are used by humans and grow their own herb garden.
|
Using picture books and hands-on outdoor activities, children broaden their understanding of plants and animals. They gather and record data to find out if taller trees have larger trunks and recap the features of different animal groups. They identify animals by closely observing footprints and construct waterproof animal homes with natural materials. Pupils sort birds according to their diet and seek patterns in their physical characteristics.
|
Living things and their habitats |
Living things and their habitats |
Materials
|
Animals, including humans
|
Plants
|
Making connections (5 lessons) |
Habitats Considering the life processes that all living things have in common, pupils classify objects into alive, was once alive or has never been alive. They explore global habitats, naming plants and animals that can be found there and learn how a range of different living things depend on each other for food or shelter. They then explore this further by creating food chains to show the sequence that living things eat each other for energy to grow and stay healthy.
|
Microhabitats Developing their understanding of scientific enquiry, children learn that scientists use a range of skills to answer questions. They discover that microhabitats provide what minibeasts need to survive and carry out a survey to find out where different minibeasts live in the school grounds. They practise asking scientific questions and follow a method to investigate which conditions woodlice prefer. Pupils explore the job role of a botanist by identifying flowering plants. |
Uses of everyday materials Building on their knowledge of everyday materials and their properties, pupils learn that materials are suited to specific purposes and explore how actions such as stretching and bending affect the shape of solid objects. They compare the suitability of materials; gather and record data in tables and block graphs and use their results to answer questions. They also learn about the harmful effects of plastic and explore eco-friendly alternatives.
|
Life cycles and health Studying the life cycles of various animals, children learn what animals need to survive and how they change over time. They collect data that allows them to observe changes in their peers, while also developing their ability to take measurements and record data. They consider the role of expert scientific knowledge in careers that inform people to make healthy choices.
|
Plant growth Using their prior knowledge of important plant structures, children explain what factors are needed for successful growth and compare how those needs vary across different plants. They grow plants from seeds and bulbs to ascertain the needs for initial development and compare this to the survival needs of plants in later growth phases. Pupils take their own measurements and reflect on historical examples to understand how conclusions can be drawn.
|
Plant-based materials Identifying ways to reduce, reuse and recycle, children draw on their knowledge of properties to invent creative uses for old objects. They discover some natural materials derived from plants and look at the processes involved in making paper. Using their observational skills, they conduct simple tests to choose the most suitable material for homemade plant pots, venturing outdoors to find natural materials to decorate them.
|
Science
Science at Bidbury Infant School
Intent
At Bidbury, our science curriculum aims to develop a sense of excitement and curiosity about natural phenomena and an understanding of how the scientific community contributes to our past, present and future.
We want our pupils to develop a complex knowledge of Biology, Chemistry and Physics, but also adopt a broad range of skills in working scientifically and beyond. Our science curriculum aims to be inclusive and meaningful, so that all pupils may experience the joy of science and make associations between their science learning and their lives outside the classroom. Our curriculum aims to encourage critical thinking and empower pupils to question the hows and whys of the world around them.
Our curriculum is based on the Kapow Primary Science scheme of work which encourages:
The aims of this scheme of work align with those set out in the National curriculum whilst the scheme enables pupils to meet the end of key stage attainment targets in the national curriculum.
Implementation
The national curriculum programme of study for science aims to ensure that all pupils:
In order to meet the aims of the national curriculum and in response to the Ofsted research review into science, we have identified the following key strands:
Kapow Primary’s Science scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. A range of recall activities promote frequent pupil reflection on prior learning, ensuring new learning is approached with confidence. The Science in action strand is interwoven throughout the scheme to make the concepts and skills relevant to pupils and inspiring for future application. Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Science skills to other areas of learning.
Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics and to show progression throughout the school we have grouped the national curriculum content into six key areas of science:
Pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant specialist vocabulary. As suggested in Ofsted’s Science research review (April 2021), the ‘working scientifically’ skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. The scheme utilises practical activities that aid in the progression of individual skills and also provides opportunities for full investigations.
Each year group has an optional exploratory ‘Making connections’ unit that delves beyond the essential curriculum, assimilating prior knowledge and skills to evoke excitement and to provide an additional method of assessing scientific attainment.
Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical, creative, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with different learning styles. In Year 1, we have tried to ease the transition into Key stage 1, by providing a selection of activities: some adult-led, some independent tasks, and some tasks that can be used during continuous provision.
Learning is adapted for every lesson to ensure that all pupils can access learning and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit help to identify prior and future curriculum links to make the scheme as meaningful as possible and reinforce key technical terms.
Impact
At Bidbury, we continually monitor the impact of our Science curriculum through both formative and summative assessment opportunities. Within each unit studied, pupils' learning is assessed against the learning objectives and any relevant scientific enquiry skills using the 'unit quiz'. A 'knowledge and skills catcher' is used at the beginning and/or end of the unit to provide a summative assessment. Opportunities for children to communicate using scientific vocabulary also form part of the assessment process in each unit.
AUTUMN |
SPRING |
SUMMER |
|||
Living things and their habitats |
Materials |
Plants |
|||
Animal adventures Exploring habitats where animals big and small live—from spiders to sloths and farms to forests—pupils use their observations to sort animals based on their similarities and differences. They observe and compare the homes and behaviours of various animals, understanding how different environments meet their needs. Through outdoor activities, songs and creative tasks, pupils develop a deeper connection to the natural world. |
I am a scientist Exploring processes and changes in the natural world, children build important foundations for working scientifically. Through hands-on activities, they compare and test materials, discovering similarities and differences between them. Pupils begin to guess what might happen and learn that observations help to answer questions. They discover that materials have different textures, can change shape and respond to pushes and pulls.
|
Our beautiful planet Exploring the outdoor environment, pupils describe what they see and feel as they observe a range of plants. They examine different plant parts and draw their observations. By planting their own seeds, pupils discover that water and light are essential for growth. They also learn the importance of caring for the planet and consider practical ways they can help protect it. |
|||
Forces, Earth and space |
|||||
Observing how the natural world transforms through the year, children discover how these changes affect plants, animals and daily life. In autumn, they create a class weather chart and collect the treasures that the season brings. They learn how some animals prepare for winter. In spring, they explore new life and the life cycle of a butterfly through dance. During summer, they experiment with sand and water to find the perfect mixture for building sandcastles. |
AUTUMN |
SPRING |
SUMMER |
|||
Animals, including humans |
Forces, Earth and space |
Materials
|
Animals, including humans |
Plants
|
Making connections (5 lessons) |
Comparing animals |
Seasonal changes |
Everyday materials |
Sensitive bodies |
Introduction to plants |
Investigating science through stories |
Studying both local and global animals, children identify common characteristics and physical features and use this information to make comparisons and classify animals. They consider the most effective way to collect data about class pets and record their findings in a block chart. They develop their understanding of classification by comparing the dietary habits of different animals and role play as Jane Goodall carrying out research into chimpanzees in the wild.
|
Reflecting on their own experiences, children learn about the four seasons and the weather associated with each. They explore how seasonal changes affect trees, daylight hours and our choices about outfits. They plan and carry out their own weather reports, considering the knowledge required for this job.
|
Identifying the difference between objects and materials, children explore their surroundings to find examples of each. They work scientifically by planning tests, making observations and recording data and then use results to answer questions and sort and group materials based on their properties.
|
Familiarising themselves with the basic parts of the human body, children investigate their senses through stimulating experiences that highlight how we interact with the world around us. They work scientifically, using their senses to make observations, spot patterns and use data to answer questions. They develop an understanding of how science can support those who have lost sensory function and consider how firefighters use their senses at work.
|
Identifying the key features of a plant, children describe important structures and make comparisons between different plants. They use investigative skills to record the growth of a plant over time and begin to reflect on factors that will affect its development. They begin to explore how plants are used by humans and grow their own herb garden.
|
Using picture books and hands-on outdoor activities, children broaden their understanding of plants and animals. They gather and record data to find out if taller trees have larger trunks and recap the features of different animal groups. They identify animals by closely observing footprints and construct waterproof animal homes with natural materials. Pupils sort birds according to their diet and seek patterns in their physical characteristics.
|
Living things and their habitats |
Living things and their habitats |
Materials
|
Animals, including humans
|
Plants
|
Making connections (5 lessons) |
Habitats Considering the life processes that all living things have in common, pupils classify objects into alive, was once alive or has never been alive. They explore global habitats, naming plants and animals that can be found there and learn how a range of different living things depend on each other for food or shelter. They then explore this further by creating food chains to show the sequence that living things eat each other for energy to grow and stay healthy.
|
Microhabitats Developing their understanding of scientific enquiry, children learn that scientists use a range of skills to answer questions. They discover that microhabitats provide what minibeasts need to survive and carry out a survey to find out where different minibeasts live in the school grounds. They practise asking scientific questions and follow a method to investigate which conditions woodlice prefer. Pupils explore the job role of a botanist by identifying flowering plants. |
Uses of everyday materials Building on their knowledge of everyday materials and their properties, pupils learn that materials are suited to specific purposes and explore how actions such as stretching and bending affect the shape of solid objects. They compare the suitability of materials; gather and record data in tables and block graphs and use their results to answer questions. They also learn about the harmful effects of plastic and explore eco-friendly alternatives.
|
Life cycles and health Studying the life cycles of various animals, children learn what animals need to survive and how they change over time. They collect data that allows them to observe changes in their peers, while also developing their ability to take measurements and record data. They consider the role of expert scientific knowledge in careers that inform people to make healthy choices.
|
Plant growth Using their prior knowledge of important plant structures, children explain what factors are needed for successful growth and compare how those needs vary across different plants. They grow plants from seeds and bulbs to ascertain the needs for initial development and compare this to the survival needs of plants in later growth phases. Pupils take their own measurements and reflect on historical examples to understand how conclusions can be drawn.
|
Plant-based materials Identifying ways to reduce, reuse and recycle, children draw on their knowledge of properties to invent creative uses for old objects. They discover some natural materials derived from plants and look at the processes involved in making paper. Using their observational skills, they conduct simple tests to choose the most suitable material for homemade plant pots, venturing outdoors to find natural materials to decorate them.
|