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Science

To contact Mrs Miah (Assistant Head Teacher with responsibility for Science), please use the contact form below.

   

Science Curriculum

At Gascoigne Primary School scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.

 

The curriculum embodies the four main 'curriculum intent principles' as follows:

 

Ourselves

  • To build pupil’s natural curiosity and scientific approach to problems.
  • To enable pupils to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions.

 

Our World

  • To prepare our pupils for life in an increasingly scientific and technological world today and in the future.
  • To give all pupils a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of Science, today and for the future.

 

Our Education

  • To ensure our pupils acquire a growing understanding of the nature, processes and methods of scientific ideas.
  • To enable pupils to develop and use of scientific language, recording and techniques.
  • To develop pupils, use of computing in investigating and recording and make links between Science and other subjects.

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Our Rights

  • To give pupils the right to develop open-mindedness, self-assessment, perseverance and the skills of investigation – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
  • The UN Convention on the Rights of a child states, in article 28 (right to education) every child has the right to an education and further outlines in article 29 (goals of education) that education must develop every child’s personality, talents and abilities to the full.

 

 

 

Our Principles of Science

Our Principles of Science 1

At Gascoigne Primary School we believe that providing a motivating science curriculum will help to develop children’s excitement, curiosity and understanding about the world around them.

We endeavour to help children develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions. These include:

  • - observing changes over a period of time
  • - noticing patterns
  • - grouping and classifying
  • - comparative/fair testing
  • - finding things out using secondary sources of information (research)

 

Teachers use materials from the ‘Cornerstones’ Curriculum Maestro, ‘Switched on Science; or ‘Hamilton Trust’ to supplement their planning and teaching. 

We have assigned units within Key Stages to particular year groups in order to ensure coverage and promote the NC initiative of broadening and deepening understanding as children progress through the school.

The staff at Gascoigne  have agreed the following:
Science is going well when……………

  • We apply our ‘working scientifically skills’ to solve problems, explore, observe and investigate.
  • We ask questions and work together to discover the answers.
  • Science has a wow factor and promotes a sense of awe and wonder.
  • Our learning is enhanced by outdoor learning, specialist visitors and we have access to quality resources.
  • We are involved in creating and carrying out investigations and can share and explain our ideas and conclusion.
The Cornerstones curriculum also has a range of scientific ideas and provides discrete investigative units to ensure children plan, carry out and perform regular investigations.
Science Policy

Please open up the Word document below which will provide you with an insight into all the key developments that we are aiming to achieve during the academic year 2019-20.

Picture 1

Foundation Stage Science

 

Science at Foundation Stage is introduced indirectly through activities that encourage your child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them. It is called ‘knowledge and understanding of the world’.

Children explore creatures, people, plants and objects in their natural environments. They observe and manipulate objects and materials in order to identify similarities and differences. For example, they may look at an egg whisk, sand, paper and water to learn about things that are natural and manmade and their different functions. Children also learn to use their senses through, for example, feeling dough or listening to a variety of different sounds in the environment.

Children, in school, are always encouraged to ask questions about why things happen and how something works. Through their own physical development, children also learn to recognise the effects that exercise has on the body. Children also learn about the importance of keeping themselves healthy through other activities such as cooking. Through their creative development, children are also able to explore shape, texture, colour and space.

 

KEY STAGE 1

During Years 1 and 2, pupils are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognizing 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

 

Year 1

Under the new 2014 National Curriculum, children in Year 1 learn about:

  • Plants-identifying, naming and looking at their basic structure

  • Animals, including humans-identifying and naming a range of animals and understanding how and why they are grouped (eg mammals, amphibians, birds etc)

  • Everyday materials-looking at their properties

  • Seasonal changes-observing changes across the four seasons and looking at different types of weather

     

Year 2

In Year 2, children are taught about:

  • Living things and their habitats-including dependence within habitats and micro-habitats

  • Plants-observing how seeds and bulbs grow into plants and what plants need to stay healthy

  • Animals including humans-focusing on reproduction, nutrition and exercise

  • Everyday materials-comparing their uses and looking at how they can be changed by exerting force.

 

LOWER KEY STAGE 2

The principal focus of Science teaching in lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.

 

Years 3 and 4

During Years 3 and 4, children are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them

  • setting up simple practical enquiries, comparative and fair tests

  • making systematic and careful observations and, where appropriate , taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables

  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

  • identifying differences, similarities or changes related to simple scientific ideas and processes

  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

  • using straightforward scientific evidence to answer questions or to support their findings

 

Year 3

In Year 3, children are taught about:

  • Plants-including parts of plants, their needs and the life cycle.

  • Animals, including humans-focusing on nutrition, skeletons and muscles.

  • Rocks-including comparing rocks, looking at fossils and understanding how soil is made.

  • Light-looking at how light is reflected, how shadows are formed and can change.

  • Forces and magnets-focusing on attraction and repulsion of magnets, magnetic materials and the two poles of a magnet.

 

Year 4

In Year 4, children are taught about:

  • Living things and their habitats-including classifying living things and looking at changes to environments.

  • Animals, including humans-focusing on eating: teeth, the digestive system and food chains.

  • States of matter-including grouping materials, changing state, evaporation and condensation.

  • Sound-looking at the creation of sound through vibration and changes in pitch and volume.

  • Electricity-including constructing a circuit and understanding conductors and insulators.

 

UPPER KEY STAGE 2

The principal focus of Science in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. Pupils also encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. Pupils should read, spell and pronounce scientific vocabulary correctly.

 

Years 5 and 6

During Years 5 and 6, pupils are taught to use the following practical scientific methods, processes and skills throughout the teaching of the programme of study content:

  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

  • Using test results to make predictions to set up further comparative and fair tests

  • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

  • Identifying scientific evidence that has been used to support or refute ideas or arguments

 

Year 5

In Year 5, children are taught about:

  • Living things and their habitats-including the life cycles of a mammal, amphibian, insect and bird.

  • Animals, including humans-focusing on changes from birth to old age.

  • Properties and changes of materials-including dissolving, separating and reversible changes.

  • Earth and Space- looking at the movement of the sun, earth and moon.

  • Forces-including gravity, air resistance, water resistance and friction.

 

Year 6

In Year 6, children are taught about:

  • Living things and their habitats-including classifying micro-organisms, plants and animals.

  • Animals, including humans-focusing mainly on diet and exercise.

  • Evolution and inheritance-looking at fossils, reproduction and adaptation.

  • Light-looking closely at how it travels and how shadows are made.

  • Electricity-analysing the function of lamps, buzzers, cells and switches.

  • Weekly SATS revision.

 

 

PARENTS:

Please see below individual grids for each Year Group which provide you with information regarding pupils' Key Learning across an academic year from the beginning of Key Stage 1 to the end of Key Stage 2. 

Science Sampling - end of KS2

Biennial science sampling tests for pupils at the end of KS2 take place from June 2016. The tests will not be taken by whole cohorts. Instead, a sample of approximately 9,500 pupils will be randomly selected, based on five pupils from 1,900 schools.

 

In addition, of the 1,900 schools selected, a sample will be selected to participate in the pre-test trialling of the 2018 science sampling tests. Five additional pupils from each school will take these tests.

 

Schools that are selected have a statutory obligation to participate.

 

The science sampling tests will cover the aspects of the curriculum that lend themselves to paper-based, externally marked testing. Pupils usually sit these tests at the beginning of June within a two week period. The tests consist of three papers. Each paper takes no longer than 25 minutes to complete and these tests are overseen by external administrators although a member of school staff is always present in such cases.

The document below is designed to give teachers an indication of how the new curriculum is assessed from 2016.

 

It is important for parents and pupils to fully understand that the new tests are increasingly challenging and to remember that, at Gascoigne, we still view Science as a core subject. Parents and pupils can view some of the questions together. Let us know what you think !!!

Science Visits 

In January 2017 Reception children went to The Science Museum to find out more about our topic on Reflection. We visited the Pattern Pod and Garden. We explored a range of patterns such as visual, sound, time, movement and texture. In the Garden we investigated floating, sinking, shadows and reflections.

We had lots of fun, it was a fantastic day!

BRITISH SCIENCE WEEK 2017

 

All classes, from Nursery/ Reception to Year 6 took part in British Science Week this year. Teachers planned a wide range of activities across the week and included at least one Food Technology lesson.

Below are a range of resources used over the course of the

week which supported teachers in their planning. There are many activities which can be completed at home, providing fun and excitement and cost very little. Take a browse through the different activity packs and team up with your child/ children to develop their scientific knowledge, curiosity and understanding.

SOME EXAMPLES OF OUR SCIENCE DISPLAYS

SOME EXAMPLES OF OUR SCIENCE DISPLAYS 1
SOME EXAMPLES OF OUR SCIENCE DISPLAYS 2
SOME EXAMPLES OF OUR SCIENCE DISPLAYS 3
SOME EXAMPLES OF OUR SCIENCE DISPLAYS 4
SOME EXAMPLES OF OUR SCIENCE DISPLAYS 5
SOME EXAMPLES OF OUR SCIENCE DISPLAYS 6
SOME EXAMPLES OF OUR SCIENCE DISPLAYS 7
SOME EXAMPLES OF OUR SCIENCE DISPLAYS 8
SOME EXAMPLES OF OUR SCIENCE DISPLAYS 9
Picture 1

Below are some photographs of our pupils' recorded learning:

Below are some photographs of our pupils' recorded learning: 1
Below are some photographs of our pupils' recorded learning: 2
Below are some photographs of our pupils' recorded learning: 3
Below are some photographs of our pupils' recorded learning: 4
Below are some photographs of our pupils' recorded learning: 5
Below are some photographs of our pupils' recorded learning: 6
Below are some photographs of our pupils' recorded learning: 7
Below are some photographs of our pupils' recorded learning: 8

Pupils observed changes to Mrs Nicklin's flowering plant during Science Week.

 

Investigations played an important part during Science Week.

Investigations played an important part during Science Week. 1
Investigations played an important part during Science Week. 2
Investigations played an important part during Science Week. 3
Investigations played an important part during Science Week. 4
Investigations played an important part during Science Week. 5
Investigations played an important part during Science Week. 6
Pupils even got to make their own toothpaste using a selection of ingredients. Of course, it was vital to get the consistency accurate !!

Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .

Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  1
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  2
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  3
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  4
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  5
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  6
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  7
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  8
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  9
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  10
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  11
Every class during Science Week created a portfolio. Here are some examples below of our learning. Our teachers took alot of photographic evidence and some of our investigations were recorded formally. Together, we also added 'pupil voice' .  12

Potato Project 

Picture 1 We observed the potatoes
Picture 2 Then we planted the potatoes
Picture 3
Picture 4 Once they rooted we placed them in larger pots
Picture 5 They need soil, sunlight and water to grow
Picture 6 Watering them to grow
Picture 7 Caring for the potatoes
Picture 8
Picture 9
Picture 10 Harvest time
Picture 11 Look at the different sizes
Picture 12
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