Science

Science teaching at Horbury Primary Academy aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically. We aim to give our children the opportunity to gain an understanding of scientific processes and also of the uses and implications of Science.

At Horbury Primary Academy, scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. Topics, such as Plants, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. 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.

All children are encouraged to develop and use a range of skills including observations, planning and investigations, through engaging, well-planned topics and lessons.

They are encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is used meaningfully in lessons.

Concepts taught should be reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. Important scientific discoveries and the ethical implications and both positive and negative effects on society are meaningfully discussed throughout.

As part of the planning process, teachers need to plan the following:

• a series of learning objectives (including vocabulary) with an expectation that all children will succeed in (differentiated appropriately) through the topic.
• a cycle of lessons for each subject, which carefully plans for progression and depth.
• a low stakes quiz that is tested regularly to support learners’ ability to block learning and increase space in the working memory.
• challenge questions for pupils to apply their learning in a philosophical/open manner.
• trips and visits where applicable from experts who will enhance the learning experience.

Our Science Curriculum is of a high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

When leaving Horbury Primary Academy, children will have:

• high levels of engagement and enjoyment when learning about Science
• know more, remember more and understand more about Scientific facts and be able to apply a range of vocabulary terms
• understand how and when to apply scientific skills
• have a developed knowledge and understanding of the world around them through science
• evidence of their progression against Key Assessment Criteria showing that they are working at the Age Related Expectations
• be inquisitive and motivated to undertake and explore the world in which they live
• a sense of wonder and interest in the world through Science. They will be aware of the impact they can have through travel, work and experiences and have a desire to further their own impact culturally on the world.
• the study of leading scientific figures (male and female) will allow children to recognise the opportunity to emulate them and the wide range of opportunities that await them in the future to have a positive role in shaping their world.

Key Stage 1 & 2

Science teaching in Key Stages 1 and 2 is based upon the National Curriculum Skills Programme. Where ever possible science objectives are included in our creative curriculum planning. In this way children develop scientific skills, understand the role of science in society, and broaden their communication skills. Apart from scientific apparatus and resources, the children of Horbury Primary benefit from their own Wildlife Area.

Below is the outline of the Science Curriculum throughout each year group and examples of investigations conducted during our annual Science Week.

Year 1

• Working scientifically
• Plants
• Animals, including humans
• Everyday materials
• Light
• Seasonal changes

As part of their ‘Polar Adventures’ topic, Year 1 had a very exciting visit to Leeds City Museum to gain first-hand experience of different animals in the ‘Life on Earth’ exhibition. The children participated in the ‘Snow Animals’ workshop where they went on a fact-finding trail and made polar bear masks.

Year 2

• Working scientifically
• All living things and their habitats
• Plants
• Animals, including humans
• Uses of everyday materials
• Sound

In Year 2, children tested the properties of different materials. They predicted which material would be best to make a paper plane from tissue, card and paper. It was a very exciting afternoon!

Year 3

• Working scientifically
• Plants
• Animals, including humans
• Rocks
• Light
• Forces and magnets

In Year 3, the children explored the human body. They looked at different types of food packaging to investigate nutrient amounts. Mrs S.Keleton helped to understand more about the bones in their bodies. They investigated why they need muscles and which muscles are used for different activities.

Year 4

• Working scientifically
• All living things and their habitats
• Animals, including humans
• States of matter
• Sound
• Electricity

The children explored the journey of sound in Year 4. They were provided with the word, ‘Shh!’ and asked to record their thoughts. Many children made the link with sound. Children learnt about air vibrations that cause sound through the use of drum and rice. They learnt about the parts of the ear and the journey of sound into the outer ear, down the ear canal to the ear drum and onto the cochlea and auditory nerve.

Year 5

• Working scientifically
• All living things
• Animals, including humans
• Properties and changes of materials
• Earth and space
• Forces

The children went on a journey around school and visited the allotment and wildlife areas. They collected natural materials such as twigs, leaves and stones. They then created mini versions of the habitat that they explored on their journey.

Year 6

• Working scientifically
• All living things
• Animals, including humans
• Evolution and inheritance
• Light
• Electricity

The children carried out an investigation looking at how exercise affects the heart rate. Each group designed their own exercise regimes which children in their group carried out while others recorded the results. The children factored in resting heart rates as part of the test and also made predictions before hand. In addition, each group were strict on making their investigation a fair test and clearly stated what they would keep the same and what they would change. Once all results were recorded, the children, graphed their results on the computer and wrote a conclusion based on their findings.