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Science

Curriculum Design and Intent

 

Intent:

At Ringwood Junior School, our intention is that pupils develop a breadth of scientific knowledge and an understanding of the nature, processes and methods of Science, through scientific enquiries. We aim to use practical exploration and investigation activities to cultivate a spirit of enquiry in pupils and to develop their ability to work scientifically, enabling them to identify the evidence that needs gathering, how to gather it and how to analyse it. This will enable pupils to develop the knowledge and skills required to answer scientific questions about the world around them.

 

Implementation:

Science is taught during year group PPA time, by a team of 3 teachers who lead science across the school. This helps to ensure consistency and progression in planning, teaching and learning.

Pupils receive approximately 2 hours of science teaching per week.

Science is divided into topics, many of which are repeated in different year groups (Building on previous learning). Topics cover 9 areas: Animals, Plants, Variation and evolution, Materials, Forces, Electricity, Light, Sound, earth and space.

Science planning is developed from The Science National Curriculum: the Hampshire model for what should be learned and how to assess it (May 2015).

Standards in science are monitored through lesson observations, learning walks and work scrutiny by SLMT and governors + monitoring of lessons, work scrutiny, pupil conferencing and moderation by the science team.

The science team attend courses run by Hampshire in order to keep up to date with current thinking, methods and ideas.

Class teachers teach 1 unit of science per year and the science team support them in this, by providing planning and resources and meeting for discussions.

The outdoor environment is used as much as possible to extend opportunities for practical investigation and to help pupils make connections between their learning in science lessons and the world around them.

Science Curriculum Overview

SCIENCE

 

 

 

 

Term

Year 3

Year 4

Year 5

Year 6

 

Working Scientifically

Working Scientifically

Working Scientifically

Working Scientifically

Autumn 1

Plants - Nutrition

Plants – Seed dispersal

Animals, including humans - Respiration

Variation and Evolution - Evolution and Natural Selection 1

Autumn 2

Light

Electricity *Linked to DT

Earth and space

Sound

Spring 1

Materials - States of matter

Animals, including humans - Skeleton

Forces - Air resistance, water resistance, friction

Light

Spring 2

Forces - Magnets

Animals, including humans - Nutrition, Teeth, Digestion

Forces - Air resistance, water resistance, friction

Electricity

Summer 1

Organisms and their habitats (Inc. food chains, environmental change) *Linked to Brownsea visit

Plants – Germination and reproduction

Materials - Making new substances

Variation and Evolution - Evolution and Natural Selection 2

Summer 2

Organisms and their habitats (Inc. food chains, environmental change) *Linked to Brownsea visit

Materials - Changing materials

Variation and Evolution - Classification and Lifecycles

Ringwood School Transition Unit

  1. A healthy eating display to accompany our Year 4 Nutrition unit

  2. An interactive seed dispersal display to support our Year 4 Plants unit

  3. Our bird box display tracks the progress of this year’s chicks.

  4. A whole school Science display to show case the excellent learning in our school, accompanied by pupil views.

 

 

 

Year 3

  1. Investigating light and shadows

  2. Discovering how magnets work

  3. Sorting materials

How do plants make food?
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Year 4

  1. Making simple circuits

  2. Designing a healthy menu

  3. Investigating different types of seeds

  4. Looking closely at skeletons

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Year 5

  1. Why does the moon change shape?

  2. Investigating the effects of air resistance on different sized parachutes

  3. How do my lungs work?

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Year 6

  1. Designing more complex circuits

  2. Investigating asexual reproduction

  3. How are sounds made?

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