Science

Science at Perryfields Infant School

 

Intent

• We recognise that science is important in every aspect of daily life.
• We aim to develop the natural curiosity of the child, encouraging their respect for living things and the physical environment.
• We endeavour to ensure that our science curriculum will provide children with the confidence and motivation to continue to develop their skills in the next part of their education and beyond.
• In line with the National Curriculum our science teaching offers opportunities for: asking questions, observing, identifying, classifying, gathering, recording data.
• We intend to instil a sense of enjoyment and fascination in learning about themselves, others and the world around them.

 

The subject leader, in consultation with staff, has plotted the skills in the National Curriculum to be covered each year into 6 blocks of learning per year for Years 1 and 2. Each year group builds on work done in the previous year. The blocks are as follows:

 

Year 1

Materials and their properties

Seasonal changes

Different types of animals

Structure and identification of plants

Senses

The human body

 

Year 2

Materials and how they change

Light and dark

Electricity

Living things and their habitats

What plants need to grow

Human body, healthy diet and teeth

 

EYFS

Science is not taught as an individual subject but areas of Science are covered in one of the seven areas of learning: Understanding the world and more specifically The Natural world. Children are given the opportunity to investigate and explore things for themselves, ask questions, make observations. 

Each term there will be planned opportunities for the children to have exposure to the areas of learning that involve science.  Specific learning outcomes are identified for the children to achieve for each area of learning in each half term.  For example, in Spring 1, one of the learning outcomes for Understanding the World is: ‘We will investigate the signs of Spring, life cycles and looking at what plants need to grow.’

 

The order of skills and knowledge

The order in which the areas of learning are taught may be determined by a number of things including the children’s interests, the class topic and sometimes the time of year.  However, specific activities for each learning goal are also planned and taught at specific times during the academic year and noted in the Yearly Overview.  This ensures the progression of skills, especially with regards to the transition from FS to Year 1.

 

How and when we assess

Children are assessed formatively through observations, tick sheets and use of photos.  Every term they are assessed against all the seven areas of Learning (one of which is Understanding the World).  This data is uploaded onto the Early Years Data Spreadsheet.

 

By the end of the year we expect the children to have met all aspects of the ELG for Understanding the World.

 

Children who do not meet expectations are supported by LSA/Class Teacher and in the transition from FS to Year 1 additional support/ opportunities are planned for these children when they enter Year 1.

Key Stage 1

A science lesson is usually taught every week. Cross-curricular opportunities are developed wherever possible eg. with PSHE (the body), with geography (weather and seasons). Where possible science is linked to the current topic but where it cannot be linked it will be taught as a discrete lesson. Children are taught through a variety of practical and written methods. Science displays with key vocabulary linked to the current block plan are evident in every classroom.  Scientific enquiry opportunities are included for every block plan, so children are regularly given the opportunity to plan/predict/make observe/record etc .

 

The order of skills and knowledge

The blocks of science learning can be taught in any order across the year, as long as they are all taught within that academic year, although certain blocks lend themselves to being taught at certain times e.g. seasonal changes in the autumn term in Year 1, plants in the late spring or summer.  The knowledge and skills are progressive and by using the block plans, it ensures progression and prevents repetition.

 

How and when we assess

Science POP tasks are carried out at the end of each block and results are saved in a Teams folder where they can be accessed by the Science Lead. 

By the end of the year we expect children in Year 1 to be:

• asking simple questions and recognising that they can be answered in different ways
•  observing closely, using simple equipment
•  performing simple tests
•  identifying and classifying
• using their observations and ideas to suggest answers to questions
•  gathering and recording data to help in answering questions.

 

and to be able to:

• identify and name a variety of common wild and garden plants, including deciduous

and evergreen trees

•  identify and describe the basic structure of a variety of common flowering plants,

including trees.

• identify and name a variety of common animals including fish, amphibians, reptiles,

birds and mammals

•  identify and name a variety of common animals that are carnivores, herbivores and
•  

 

• describe and compare the structure of a variety of common animals (fish,

amphibians, reptiles, birds and mammals, including pets)

•  identify, name, draw and label the basic parts of the human body and say which part

of the body is associated with each sense.

• distinguish between an object and the material from which it is made
•  identify and name a variety of everyday materials, including wood, plastic, glass,
• metal, water, and rock
•  describe the simple physical properties of a variety of everyday materials
•  compare and group together a variety of everyday materials on the basis of their simple physical properties
• observe changes across the four seasons
•  observe and describe weather associated with the seasons and how day length varies
•  

By the end of the Year 2 we expect children to be:

 

• asking simple questions and recognising that they can be answered in different ways
•  observing closely, using simple equipment
•  performing simple tests
•  identifying and classifying
•  using their observations and ideas to suggest answers to questions
•  gathering and recording data to help in answering questions.

 

and to be able to:

 

• explore and compare the differences between things that are living, dead, and things

that have never been alive

•  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

•  identify and name a variety of plants and animals in their habitats, including microhabitats
•  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.
• observe and describe how seeds and bulbs grow into mature plants
•  find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
•  
• notice that animals, including humans, have offspring which grow into adults
•  find out about and describe the basic needs of animals, including humans, for

survival (water, food and air)

•  describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene.
• identify and compare the suitability 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.

• recognise that they need light in order to see things and that dark is the absence of
•  
•  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

an opaque object

•  find patterns in the way that the size of a shadow changes.
• Identify appliances that use electricity and identify whether they use the mains or battery power.
• Make a simple series circuit and be able to make changes to the circuit and observe what happens when you do.
• Know how to keep to safe when using or being around electricity.

 

Children who do not meet expectations are supported by additional support when they transition between Year 1 and Year 2.  As each block begins with finding out what the children already know, any gaps are identified quickly, enabling support or adaptations to be put in place.