Science
Intent
At Hope School, our Science curriculum is designed to foster curiosity, exploration, and a deeper understanding of the world around us so that pupils can understand the world around them. Our aim is to nurture inquisitive minds and equip students with the knowledge, skills, and confidence to think scientifically and solve real-world problems.
Aims
The aims of our Science Curriculum are designed to foster the overall development of our pupils and prepare them for further education and life. These aims are foundational for shaping well-rounded, curious, and responsible individuals who are ready for the next stage of their education through:
1. Cognitive Development:
Cultivate foundational skills and critical thinking, ensuring pupils grasp basic concepts and develop problem-solving abilities by conducting observations and experiments.
2. Creativity and Imagination: Encourage creative expression of ideas by making predictions as to how something happens and the reasons behind it before testing these theorems out.
3. Social and Emotional Development: Promote personal, social, and emotional well-being by exploring Global and Local issues and how they effect our daily lives. Through creating predictions and conducting experiments pupils will have a chance to develop their resilience, and the ability to work collaboratively with others.
4. Physical Development: Support physical health through learning about the human body, the effects of exercise and healthy eating.
5. Moral and Ethical Values: Foster a sense of responsibility, respect, and fairness through real world issues affecting daily life and instilling moral and ethical values that help pupils become respectful and responsible members of society.
6. Cultural Awareness: Broaden pupil’s understanding of their own culture through local studies and examples as well as introduce them to diverse cultures, fostering appreciation for global citizenship, diversity, and inclusion by studying significant historical scientists and their contributions.
7. Independence and Life Skills: Help pupil develop independence, decision-making skills, and confidence, preparing them to handle challenges and opportunities in daily life.
8. Environmental Awareness: Instill an understanding of sustainability and environmental stewardship, encouraging pupils to care for the planet and make responsible choices regarding resources.
Science Curriculum Map
Working Scientifically enquiry types mapping
Science Vocabulary map
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Animals including humans Fish, Reptiles, Mammals, Birds, Amphibians (+ examples of each) Herbivore, Carnivore, Omnivore Head, ear, eye, mouth, nose, leg, knee, arm, elbow, back Wings, beak | Animals including humans Survival, water, air,(oxygen) food, adult, baby, offspring, kitten, calf, puppy, foal Exercise, hygiene | Animals including humans Bones, muscles, skull, ribs, skeleton, support, protection, movement, herbivore, carnivore, omnivore, teeth, canine, incisor, molar | Animals including humans Mouth, tongue, teeth, canine, incisor, molar, oesophagus, stomach, small intestine, large intestine, herbivore, carnivore, omnivore | Animals including humans Foetus, embryo, womb, gestation, baby, toddler, teenager, puberty, adolescent, adult, elderly, development, growth | Animals including humans Heart, Blood ,Circulatory system, blood vessels, veins, arteries, valves, oxygenated, deoxygenated, exercise, pulse, respiration |
Plants Evergreen & deciduous trees, branches, trunk, leaves, flowers (blossom) petals, fruit, roots, bulb, seed, stem, | Plants Seeds, bulb, water, light, temperature, growth Revise roots, stem, leaves, petals from Y1 | Plants Air, light, water, soil, nutrients, reproduction, seed formation, dispersal, germination, pollination, transportation, species, location (photosynthesis) | Living things and their habitats Fish, Reptiles, Mammals, Birds, Amphibians, snails, slugs, worms, spiders, insects, environment, habitat, vertebrate, invertebrate, exo skeleton, adaptation | Living things and their habitats Reproduction of mammal, bird, insect and amphibian , offspring, complete / incomplete metamorphosis, hatch | Living things and their habitats Classification, mammals, birds, amphibians, fish, reptiles, insects vertebrates, invertebrates, micro-organisms, bacteria, fungi |
Everyday Materials Material, wood, plastic, glass, paper, fabric, metal, rock, hard, soft, smooth, shiny, rough, bendy (flexible) | Living things and their habitats Living, dead, habitat, micro-habitat energy, food chain, prey, predator woodland, pond, desert, | Rocks & soils Sandstone, limestone, granite, marble, pumice, slate, crystals, properties, permeable / impermeable, hardness, sedimentary, igneous, metamorphic, fossils, soil, organic matter, humus | States of matter Solid, liquid, gas, temperature, heating, freezing point, boiling point, particles, evaporation, condensation, Thermometer, thermal insulation | Properties & changes of materials Hardness, solubility, mixing, dissolving, melting, Solution, solute, transparency, conductivity, magnetic, filter, filtration, evaporation, condensation, Reacting / reactants | Evolution & Inheritance Fossils, adaptation, evolution, characteristics, reproduction, genetics |
Seasonal changes Summer, Spring, Autumn, Winter, Season, Sun, day, Moon, Night, light, dark | Materials & their uses As for Y1 + stiff, shiny, dull, rough, smooth, waterproof, absorbent, transparent, opaque, brick, fabric, foil, squashing, bending, twisting, stretching, elastic | Light Light, dark, shadows, blocking, mirror, reflect, reflective, reflection,
| Sound Volume, vibration, sound wave, loud, soft, high pitch, low pitch, tone, speaker, (amplitude, frequency) | Earth & Space Earth, sea, sun, moon, axis, planets, solar system, star, constellation, Phases of the moon, waxing, waning, gibbous moon, full moon | Light Reflection, refraction, lens, light spectrum, colour ,prism, rainbow, |
In addition to topic specific vocabulary pupils also work scientifically throughout the curriculum to conduct and observe experiments, with a focus on using the following vocabulary:
Working scientifically (Key stage 1) Investigation, enquiry, what to change, what we used, what we did, what we found out | Working scientifically (Key stage 2) Investigation, enquiry, prediction, variable, dependent variable, independent variable, constant, patterns, equipment, apparatus, method, results, conclusion |