Our Vision at Corporation Road
At Corporation Road, we believe that by studying science, children will develop a sense of the world around them and how it works. We aim to use science as a tool to help children work together and begin to build the collaborative skills that they will continue to use as they grow older.
Our curriculum aims to teach our pupils about the natural world as well as imparting the knowledge that they can take into their secondary education. We strongly believe that learning is better when it is kept simple and through discussions, demonstrations, experiences and ‘hands on’ learning’, children will be better prepared to retain the knowledge and skills that they have been taught.
|Earth and Space||Identifying and Naming, Moons, Spherical Bodies, Day and Night, Day Length and the Seasons,|
|Light and Sound||Identifying and Naming. Phenomena, Physical Processes, Classifying, Comparing and Safety|
|Seasonal Changes||Identifying and Naming, Effects of the Weather, Recording the Weather, The Seasons and Day Length|
|Forces||Identifying and Naming, Physical Processes, Phenomena, Testing, Comparing and Classification|
|Electricity||Identifying and Naming, Series Circuits, Circuit Symbols, Current and Voltage, Conductors and Insulators and Safety|
|Substance, Matter and Materials||Identifying and Naming, Classification, Uses, Physical Processes, Physical Properties and Comparisons|
|Plants||Identifying and Naming, Classification, Plant Parts and Their Functions, Habitats and Adaptation, Growth and Survival, Life Cycles, Seasonal Changes and Comparisons|
|Animals Including Humans||Identifying and Naming, Classification, Habitats, Adaptation and Interdependence, Growth, Health and Survival, Diet and Teeth, The Body, Life Cycles and Comparing|
|Evolution and Inheritance||Identifying and Naming, Inheritance, Evolution, Adaptation, Fossils and The Future|
|Working Scientifically||Asking and Answering Questions, Investigating, Observing, Equipment and Measuring, Identifying and Classifying, Recording and Reporting on Findings, Analysing Data and Drawing Conclusions|
Science Progression Map
The end-point for physics is that children know that it is the study of things around them as well as energy and forces. Children should name and be able to identify the eight planets of the solar system. From their learning, children will understand the force of gravity and as well as how other forces work on objects moving through the air, water and along a surface. Our children will learn how to create simple circuits and understand key terms such as current and voltage. Finally, children will have a working understanding of light and sound.
The end-point for chemistry at Corporation Road is for our children to understand that it is the study of what everything is made of and how it works. We want children to be able to understand the difference between a solid, a liquid and a gas and be able to name examples of them independently. Children should know the names of different physical properties of materials and identify how this can impact on how a material is used in everyday life. Finally, children should know how these different materials help during physical processes.
The end-point for biology at Corporation Road is for our children to understand that it is the study of life and living things. We want our children to be able to name a range of animals and plant life from their local environment but also the wider world.Building upon this, children will also be able to know the difference between vertebrates and invertebrates and be able to identify them and their features. Additionally, through their studies, children should understand the concept of adaption andwhy itis important for a species to survive. Finally, we want our children to understand evolution and be able to give examples where this has taken place in an animal or plant species.
The end-point for working scientifically involves the children being able to apply a number of skills when completing an experiment or an investigation independently. These skills involve the children being able to take accurate measurements when using different scientific equipment. When explaining their findings, children should be able to use the correct scientific language to demonstrate their understanding. For children to develop as scientists, they will be able to identify the dependent and independent variables and understand what these terms means. Finally, they will be able to have the knowledge and ability to record data and results using the appropriate recording tool.
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- Asking simple questions and recognising 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.
During years 3 and 4, pupils should be 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
- Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
- Identifying differences, similarities or changes related to simple scientific ideas and processes.
- Using straightforward scientific evidence to answer questions or to support their findings.
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:
- 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 a 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.