Science
Through our Christian Faith, we acknowledge our responsibility to all, to enrich lives and show love and respect within our school family. We believe in lifelong learning aiming to equip our children to live life today and for tomorrow rooted in Christian love.
For with God nothing shall be impossible (Luke 1:37)
What does Science at our school look like?
Be Community Minded: our children will begin to have an understanding and a respect for the wide diversity of life and their place in it.
As a school we fully embrace the knowledge and skills set out in the National Curriculum. We strive to enable our Christ Church children to be curious, independent learners who have a thirst for knowledge and will aspire to become life-long learners. Colne is a small town in Lancashire and we are lucky to have hands-on learning right on our doorstep, within the school grounds and locals parks. We also encourage children to embrace the wider, global community and teach children to learn about and respect how our world works.
Be empowered: Science is our future; we all need scientific knowledge so we can inform our actions and face consequences in the future.
In school, we focus not only on a high-quality and ambitious education in science for all learners providing the basis for understanding God’s universe, but also the importance of ensuring that science is developed around the needs and interests of the ‘whole child’ where all learning is memorable, focused and personalised for our pupils’ individual needs. We stimulate the children’s natural curiosity and sense of awe and wonder about the universe in which they live, building their cultural capital by providing those fundamental skills that they will be able to take forward into adult life. Through this, we know that our children will be able to appreciate how the growth of scientific knowledge and understanding has affected their everyday lives.
Be inspired: learning about real life models from science allows children’s dreams and ambitions to grow through inspiring life stories.
Exploring the lives of different scientists and developing subject specific knowledge, skills and understanding as set out in the National Curriculum, allows children to become inquisitive about exploring and understanding our world in order to educate future generations.
Be Inquisitive: children learn the importance of asking questions about God’s universe and the world that surrounds them, and to understand key concepts with a deeper level of thinking.
We believe that all children have the right to an exciting and engaging science curriculum with opportunities to enquire, investigate and ask those ‘what if?’ and ‘how does this work?’ questions to further enhance their learning and ensure the progress of scientific thought.
Be articulate: children develop the necessary skills to think about and question the world around them.
The impact of our curriculum is that our children are provided with a knowledge and skills rich science curriculum that focuses on learning through a child-led approach enabling children to confidently problem solve and ask important questions about the world around them.
Related Events
British Science Week 2023 - 13-17th March 2023. This is a ten-day celebration of science, technology, engineering and maths. This year the theme is 'connections.' The children will be involved in many fun activities during the week, understanding how we can make connections in many different ways in our world. We will be celebrating this in our Summer term.
Science Fair - Summer term.
This is a home project to be completed out of school before our science fair. More information will be available nearer the time.
Science in Action
This half term, Year 2 have been learning about materials. Their first job was to find and investigate what materials are used for in our local area. They visited the church to see how many different materials they could find and record.
They have also been testing the suitability of different materials for a waterproof sandwich bag. I wonder which material was the best?
Year 6 have been learning about the Swedish botanist Carl Linnaeus. He was famous for his work in taxonomy: the science of identifying, naming and classifying organisms (plants, animals, bacteria, fungi and more). We have been investigating with yeast, classifying sweets using a classification key and learning about how animals are classified into different groups according to common characteristics.
| Questioning | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Ask questions to find out more and to check what has been said to them. | Ask simple questions about what they notice about the world around them
Demonstrate curiosity by the questions they ask | Raise their own logical questions based on or linked to things they have observed
With help / scaffolds, begin to ask questions such as ‘What will happen if…?” | Explore their own ideas about ‘what if….?’ scenarios e.g. humans did not have skeletons.
Ask questions such as ‘What if we tried….? or ‘What if we changed…?’
Begin to understand that some questions can be tested in the classroom and some cannot.
Within a group suggest questions that can be explored, observed, tested or investigated further.
Within a group suggest relevant questions about what they observe and about the world around them. | Ask/raise their own relevant questions with increasing confidence and independence that can be explored, observed, tested or investigated further
Ask questions such as ‘What will happen if…?” or ‘What if we changed…? ( linked with Y4 PoS)
Choose/select a relevant question that can be answered [by research or experiment / test]. | Recognise scientific questions that do not yet have definitive answers. (linked to Y5 PoS)
Refine a scientific question so that it can be tested e.g. ‘What would happen to… if we changed…?’
Decide whether their questions can be answered by researching or by testing
Independently ask their own scientific questions taking some ownership for finding out the answers | Recognise scientific questions that do not yet have definitive answers (linked to Y6 PoS)
Define a scientific question to make it testable i.e. Ask a testable question which includes the change and measure variables - e.g. what would happen to ... if we changed …? e.g. What affect would we have on … if we …? e.g. How would exercise affect the pulse rate?
Use observations to suggest a further (testable or research) question.
Independently ask a variety of scientific questions and decide the type of enquiry needed to answer them |
| Planning and Testing | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Use talk to help work out problems and organise thinking and activities, and explain how things work and why they might happen. | With help, carry out a simple/ comparative test.
Talk about ways to set up a test | Carry out a simple comparative tests as part of a group, following a method with some independence
With support, make suggestions on a method for setting up a simple comparative test | Help to decide about how to set up a simple fair test and begin to recognise when a test is not fair.
As a group, begin to make some decisions about the best way of answering their question
| Carry out simple fair tests with increasing confidence investigating the effect of something on something else
Start to make their own decisions about the most appropriate type of science enquiry they might use to answer scientific questions (is a fair test the best way to investigate their question?).
Explain their planning decisions and choices
Make some of the planning decisions about what to change and measure/observe.
| Make decisions about which variables to change, measure and keep the same
Suggest more than one possible prediction and begin to suggest which is the most likely. Justify their reason with some knowledge and understanding of the scientific concept
Make most of the planning decisions for an investigation.
Recognise when it is appropriate to carry out a fair test.
| Predict what a graph might look like before collecting results
Make a hypothesis where they say how one thing will affect another and give a reason for their suggestion with a developing understanding of the scientific concept
Identify variables to change, measure and keep the same in order for a test to be fair
Independently plan investigations and explain planning decisions
Decide when it is appropriate to carry out a fair test investigation, comparative test or alternative |
| Using Equipment and Measures | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Use all their senses in hands-on exploration of natural materials. |
Measure using non-standard units e.g. how many lolly sticks/cubes/handfuls, etc.
Observe closely, using simple equipment (e.g. hand lenses, egg timers)
|
Measure using non-standard and simple standard measures (e.g. cm, time) with increasing accuracy
Correctly and safely use equipment provided to make observations and/or take simple measurements
|
Collect data from their own observations and measurements using notes/ simple tables/standard units
Make simple accurate measurements using whole number standard units, using a range of equipment
Use equipment accurately to improve the detail of their measurements/observations (e.g. microscopes, measuring syringes, measuring cylinders, hand lenses)
|
Begin to identify what data to collect
Make more of the decisions about what observations to make, how long to make them for and the type of equipment that might be used.
Learn how to use new equipment, such as data loggers & measure temperature in degrees Celsius (°C) using a thermometer. Collect data from their own observations and measurements, using notes/simple tables/standard units
Make accurate measurements using standard units [and more complex units and parts of units] using a range of equipment and scales
|
Make their own decisions about what observations to make or measurements to use and how long to take them for (recognising the need for repeat readings on some occasions).
|
Decide whether to repeat any readings and justify the reason for doing so
Make their own decisions about what measurements to take (and begin to identify the ranges used).
Use equipment fit for purpose to take measurements which are increasingly accurate and precise
|
| Exploring/Observing | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Explore the natural world around them, making observations and drawing pictures of animals and plants.
|
Begin to use simple scientific language (from yr1 PoS) to talk about or record what they have noticed
Look / observe closely and communicate changes over time
Look / observe closely and communicate the features or properties of things in the real world
Observe closely using their senses
|
Use simple scientific language from the year 2 PoS to talk about / record what they have noticed
Observe and describe simple processes/cycles/changes with several steps (e.g. growth cycle, simple food chain, saying how living things depend on one another)
Observe closely and communicate with increasing accuracy the features or properties of things in the real world.
|
Observe and record relationships between structure and function (linked to Y3 PoS)
|
Discuss ideas and develop descriptions from their observations using relevant scientific language and vocabulary (from Y4 PoS)
Observe and record relationships between structure and function or between different parts of a processes (linked to Y4 PoS)
Observe and record changes /stages over time (linked to Y4 PoS)
|
Evaluate their observations and suggest a further test, offer another question or make a prediction
Observe (including changes over time) and suggest a reason for what they notice
|
Use correct scientific knowledge and understanding and relevant scientific language to discuss their observations and explorations (linked to Y6 PoS)
Identify changes that have occurred over a very long period of time (evolution) and discuss how changes have impacted the world
|
| Grouping and Classifying | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. |
Name basic features of objects, materials and living things
Say how things are similar or different
Compare and contrast simple observable features / characteristics of objects, materials and living things
|
Sort and group objects, materials or living things by observable and/or behavioural features
|
Decide ways and give reasons for sorting, grouping, classifying, identifying things/objects, living things, processes or events based on specific characteristics
Compare and contrast and begin to consider the relationships between different things (e.g. structures of plants, functions of plant parts, diets, skeletons of humans and other animals, changes over time, etc.)
|
Make a simple guide to local living things.
Use guides or simple keys to classify / identify [animals, flowering plants and non-flowering plants].
Begin to give reasons for these similarities and differences.
|
Suggest reasons for similarities and differences
Decide which sources of information (and/or equipment and/or test) to help identify and classify |
Construct a classification key / branching database using more than two items
Compare and contrast things beyond their locality and discuss advantages/disadvantages, pros/cons of the similarities and differences
|
| Communicating | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Make comments about what they have heard and ask questions to clarify their understanding. |
Add annotations to drawings or photographs
Begin to use some simple scientific language from yr1 PoS
Record simple visual representations of observations made
|
Use simple scientific language with increasing accuracy (from year 2 PoS)
Record simple data with some accuracy to help in answering questions;
With support or using frameworks, make decisions about how to complete a variety of tables/charts (e.g. a 2 column table, tally charts, Venn diagram, pictograms, block graphs with 1:1 scale).
|
Record and present findings using simple scientific language and vocabulary from the year 3 PoS, including discussions, oral and written explanations, notes, annotated drawings, pictorial representations, labelled diagrams, simple tables, bar charts (using scales chosen for them), displays or presentations
With scaffold / support record, and present data in a variety of ways to help in answering questions.
|
Record findings using relevant scientific language and vocabulary (from Y4 PoS), including discussions, oral and written explanations, notes, drawings (annotated), pictorial representations, labelled diagrams, tables and bar charts [where intervals and ranges agreed through discussion], displays or presentations
Begin to select the most useful ways to collect, record, classify and present data from a range of choices
|
Use their developing scientific knowledge and understanding and relevant scientific language and terminology to communicate more abstract concepts (linked to Y5 PoS)
Present and explain their findings through talk, in written forms or in other ways (e.g. using technology) for a range of audiences / purposes
Record data and results of increasing complexity using different formats e.g. tables, annotated scientific diagrams, classification keys, graphs and models
|
Articulate understanding of the concept using scientific language and terminology when describing abstract ideas, observations and findings (linked to the Y6 PoS)
|
| Research | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. |
Use simple primary and secondary sources (such as objects, books and photographs) to find things out
|
Use simple and appropriate secondary sources (such as books, photographs, videos and other technology) to find things out / find answers
|
Find things out using a range of secondary sources of information (e.g. books, photographs, videos and other technology)
|
Make decisions about which information to use from a wide range of sources and make decisions about how to present their research
|
Find out how scientific ideas have changed/developed over time (linked to Y5 PoS)
Articulate and explain findings from their research using scientific knowledge and understanding (see ‘Communicating’ box below re vocabulary)
|
Research how scientific ideas have developed over time and had an impact on our lives.
|
| Writing a Conclusion | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Describe events in some detail. Describe what they see, hear and feel while they are outside. | Use recordings to talk about and describe what happened
| With guidance, begin to notice patterns in their data e.g. order their findings, sequence best to worst, say what happened over time, etc.
Use their recordings to talk about and describe what has happened
| Looking for patterns With help, look for changes and simple patterns in their observations, data, chart or graph. Use their results to consider whether they met their predictions.
Explaining Results
Use their experience and some evidence or results to draw a simple conclusion to answer their original question. Write a simple explanation of why things happened (using the word ‘because’) and using simple scientific language and vocabulary from the year 3 PoS
Trusting Results
Begin to recognise when a test is not fair and suggest improvements.
| Looking for patterns
Notice/find patterns in their observations and data. (Describe the effect of something on something else) (e.g. as I lengthen the ruler I notice that the pitch gets lower)
Explaining Results
Use relevant scientific language and vocabulary (from Y4 PoS) to begin to say/explain why something happened
Trusting Results
Use results to suggest improvements, new questions and/or predictions for setting up further tests
| Looking for patterns Describe straightforward patterns in results linking cause and effect e.g. using er…er or the word ‘more’ (e.g. the longer, thinner shapes move through the water more quickly OR the larger the wings, the longer it takes the spinner to fall) Comment on the results and whether they support the initial prediction Explaining Results Use their scientific K&U and appropriate scientific language and terminology (linked to Y5 PoS) to explain their findings and data and answer their initial question Draw a valid conclusion (explain why it happened) based on their data and observations (from Y5 PoS) Trusting Results Begin to recognise how repeated readings improve the reliability of results Compare results with others and comment on how reliable they are. | Looking for patterns Identify patterns in results collected and describe them using the change and measure variables (causal relationships) (e.g. as we increased the number of batteries the brightness the bulb increased
Explaining Results Independently form a conclusion which draws on the evidence from the test (linked to Y6 PoS)
Use scientific language and terminology (linked to Y6 PoS) to explain why something happened
Trusting Results Describe how to improve planning to produce more reliable results
|
| Modelling | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Recognise some environments that are different to the one in which they live. |
With help, follow movements (dance / drama) to act out their Science
|
Act out something to represent something else about the world around us (e.g a life cycle)
|
Act out or make a model of something to represent something in the real world using appropriate scientific vocabulary verbally.
|
Make a visual representation or a model of something to represent something they have seen or a process that is difficult to see.
Suggest their own ideas on a concept and compare these with models or images.
|
Perform / create simple models to exemplify scientific ideas using scientific terminology where appropriate (e.g. spheres to represent movements of the Sun and Earth, solar system models, shadow clocks, a simple lever or mechanism).
|
Make / perform and use their own versions of simple models to describe and explain scientific ideas
(e.g. circulatory system drama, periscopes to explain how light travels, burglar alarm to explain components in a circuit)
|
| Collaborating | |||||
YR | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Learn new vocabulary.
Use new vocabulary in different contexts.
Articulate their ideas and thoughts into well-formed sentences. |
Share ideas in a group and listen to the ideas of others
Work with others on a science task
|
Share ideas in a group and listen to the ideas of others
Work cooperatively with others on a science task making some choices
|
Begin to make some decisions about an idea within a group from a list of choices (e.g. let’s put them all in a pile first OR I think we should try ….)
With help; support, listen to and acknowledge others in the group (e.g. Yes. I prefer that one too)
Build on / add to someone else’s idea. (e.g. we could use x and as well as y)
Begin to understand that it is okay to disagree with their peers and offer a reason for their opinion
|
Make some decisions about an idea within a group (e.g. I think we should find out by testing…)
Increasingly support, listen to and acknowledge others in the group
Build on / add to someone else’s idea to improve a plan.
Understand that it is okay to disagree with their peers and offer reasons for their opinion
|
Propose their own ideas and make decisions with agreement in a group
Support, listen to and acknowledge others in the group e.g. Yes. I prefer that one too
Check the clarity of each other’s suggestions e.g. are you saying you think this one is a herbivore?
Build on / add to someone else’s idea to improve a plan or suggestion
Understand that it is okay to disagree with their peers and offer a reasons for their opinion
|
Propose their own ideas and make decisions with agreement in a group
Support, listen to and acknowledge others in the group
Check the clarity of each other’s suggestions
Build on / add to someone else’s idea to improve a plan or suggestion
Understand that it is okay to disagree with their peers and offer a reasons for their opinion
|
