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SCIENCE at Charlestown

The Charlestown Science curriculum has been built by combining National Curriculum expectations and our personalised school curriculum.

The Charlestown Curriculum is held together by six ‘Golden Threads’ which unite the whole school with their learning. 

Identity

Food Glorious Food

Communication

Explorers

Structures & Settlements

Changes

 

Our learning threads make learning progression meaningful as our children can see how knowledge and understanding builds up over time.

INTENT STATEMENT

Under the ‘Golden Threads’ Science learning is organised into topics which we feel will provide coherence throughout the curriculum and support children in building knowledge and making learning stick.  Within each area, concepts or ‘big ideas’ are woven to allow children to make connections between their learning and in turn gain a deeper understanding allowing them to make sense of the facts and the world around them.

‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. Our curriculum is designed to enhance the progress of pupils’ knowledge in biology, chemistry and physics alongside their working scientifically skills focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.

 

Concept

Why study this concept?

Biology

The children begin in the Early Years, exploring the living world around them. They are given opportunities to see a variety of animals and plants and identify different parts of a human’s body. Key Stage One progresses further to identify different plants and animals and understand that humans are also an animal. They develop their knowledge of how animals and plants survive and compare similarities and differences in what animals eat and the habitats they live in. Key Stage Two extends their knowledge by learning about the functions of the human body and identifying similarities and differences between humans and other animals. They recognise how, through cause and effect, changes in an environment impact living things and can link this to evolution.

Physics

Using the world around them, Early Years explore changes in weather and develop vocabulary to help them discuss observations they make. They are given experiences of light, forces, space and sound as well as identifying devices that use electricity. During Key Stage one, children identify the different seasons, considering how it affects living things and how daylight and weather are affected. Building on previous knowledge, Key Stage Two looks deeper into natural phenomena such as light, sound, electricity and forces enabling them to have a greater understanding of the world they live in. They understand our place in the solar system and how cause and effect impacts on time.  

Chemistry

Exploring and interacting with a range of materials starts in Early Years, where children are able to explore and develop vocabulary. Scientific vocabulary of material extends in Key Stage one as the children begin to describe basic properties of a range of materials. They observe cause and effect through supported enquiries making decisions about the suitability of materials for different jobs. In Key Stage Two, understanding the properties of rocks and soils, changing states and the water cycle develops pupils' knowledge about how changes in environments can have a big impact, in a variety of ways, to the world they live in. This will progress towards identifying how the relationship between rocks and fossils support our understanding of evolution. Extending the vocabulary used in materials allows Key Stage Two pupils to make decisions around suitability of materials and the effects changes can have on different materials; reversible and irreversible.

Working Scientifically

Children in Early Years are encouraged to  develop their scientific skills

through asking questions and making observations. With support, these questioning skills are developed in Key Stage One and children create and complete simple tests allowing for observations, taking measurements and recording of data. With guidance, pupils use their findings to help them answer questions. Independence in scientific skills enhances pupils ability to create child led enquiries in Key Stage Two. Pupils take careful measurements and use data from enquiries they plan and evaluate their results raising further questions and predictions. Pupils use prior knowledge to make judgements on how best to communicate their findings.

   
   
   

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