National Curriculum

Science

During years 5 and 6, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of study content.
National Curriculum of England Hands-On Education Activity
Sc6/1 Working Scientifically
    Sc6/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
      Sc6/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision
        Sc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
          Sc6/1.4 using test results to make predictions to set up further comparative and fair tests
            Sc6/1.5 using simple models to describe scientific ideas
              Sc6/1.6 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
                Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments
                  Sc6/2.1 Living Things and their habitats
                    Sc6/2.1a describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
                      Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics
                        Sc6/2.2 Animals including humans
                          Sc6/2.2a identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
                            Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
                              Sc6/2.2c describe the ways in which nutrients and water are transported within animals, including humans
                                Sc6/2.3 Evolution
                                  Sc6/2.3a recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
                                    Sc6/3.2b recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
                                      Sc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
                                        Sc6/4.1 Light
                                          Sc6/4.1a recognise that light appears to travel in straight lines
                                            Sc6/4.1b use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
                                              Sc6/4.1c explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
                                                Sc6/4.1d use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them
                                                  Sc6/4.2 Electricity
                                                    Sc6/4.2a associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
                                                      Sc6/4.2b compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
                                                        Sc6/4.2c use recognised symbols when representing a simple circuit in a diagram.

                                                          How is the science curriculum implemented to ensure all pupils can access and develop necessary skills?

                                                          Our Science curriculum is designed to ensure that all pupils can access and develop necessary skills through a hands-on approach to learning. During years 5 and 6, pupils are taught to use practical scientific methods, processes, and skills as outlined in the National Curriculum of England. This includes planning various scientific enquiries to answer questions, mastering the recognition and control of variables, and taking measurements with increasing accuracy and precision using a range of scientific equipment. Additionally, students learn to record data and results using scientific diagrams, labels, classification keys, tables, and graphs. They utilize test results to make predictions and set up further comparative tests, and they are encouraged to report and present their findings in both oral and written forms, such as displays and presentations. Through these activities, pupils can identify scientific evidence to support or refute ideas or arguments, fostering a deeper understanding of scientific concepts and promoting critical thinking skills. This approach helps to ensure that all pupils have the opportunity to develop the necessary skills in science education.

                                                          What is the impact and measure of the science curriculum on children's learning and development?

                                                          The impact and measure of the science curriculum on children's learning and development are evident in their acquisition of age-appropriate knowledge, skills, and understanding. The curriculum aims not only to equip children with essential scientific concepts but also to provide them with the necessary skills to progress from their individual starting points and apply their learning in everyday life. Ultimately, the goal is for children to leave the educational program with a deep understanding, stored in their long-term memory, and valuable skills that will continue to benefit them in their future studies and professional endeavours.

                                                          What key assessment criteria are provided for each year group in science?

                                                          Key assessment criteria are outlined for each year group in science. The criteria are provided for Year 6, Year 5, Year 4, Year 3, Year 2, and Year 1. These criteria outline the expected standards for science learning at each respective year level. Each set of criteria is documented in a PDF format for easy reference and understanding, with the aim of guiding educators, students, and parents on the expected outcomes and skills in science for each year group. This comprehensive approach ensures clarity and transparency in assessing the progress and development of students in science throughout their primary school years.

                                                          What is the science curriculum vision and intent at Hands-On Education?

                                                          The science curriculum vision and intent at Hands-On Education is centered around providing all students with a high-quality education in science. The site aims to cultivate students' scientific abilities across all subjects, emphasizing the importance of scientific knowledge and understanding in supporting their overall academic development.

                                                          Furthermore, Hands-On Education is dedicated to offering an inclusive science curriculum that enables students to confidently explore and comprehend the world around them. By providing engaging and hands-on experiences, the school seeks to spark curiosity, encourage questioning, and foster a love for scientific inquiry. Through these experiences, students are expected to develop a deeper understanding of the world they live in and acquire essential skills that will prepare them for the demands of a dynamic and ever-changing society.

                                                          How can parents and students access science learning resources at Hands-On Education?

                                                          Parents and students Hands-On Education can easily access science learning resources by visiting the website. Once on the site, they should look for the section dedicated to learning resources, where they will find two separate categories for Science resources: one for Key Stage 1 (KS1) and another for Key Stage 2 (KS2). By simply clicking on the respective link, parents and students can access all the relevant science learning materials they need to support their learning.

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