Science at St. Peter’s
At St. Peter’s, our aims, vision and values are at the core of everything we do.
We are guided by the key message of our Mission Statement,
'If we follow Jesus, the world will follow us.'
They define our teaching and learning, and provide an environment which prepares our pupils as confident, capable, resilient and responsible citizens able to enjoy a healthy life to the full.
Our inclusive school community works in partnership to meet the responsibility of developing each child in every way – spiritually, emotionally, academically, physically and socially because each child who is a unique creation of God and loved by God, deserves this.
We deliver the Science curriculum through the unique approach of the St. Peter’s Family.
Why is Science important at St. Peter’s?
- A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.
- Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.
- Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.
- Through our Science curriculum, children glean skills to enable them to become life-long learners.
What are the key knowledge concepts in Science at St. Peter’s?
Identifying and classifying
Gathering, recording and displaying data
Reporting on findings
Using scientific evidence and vocabulary
Animals, including humans
Living things and their habitats
Evolution and inheritance
Uses of materials
Changes of state
Properties of materials
Forces and magnets
Earth and space
What are the key Science subject discipline skills?
- Being curious and ask questions about what they notice.
- Developing their understanding of scientific ideas · using different types of scientific enquiry to answer their own questions
- Observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information
- Using simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways
- Using scientific equipment and resources in a safe and knowledgeable way
- Understanding resilience in Science.
How does St. Peter’s ensure progression in our key knowledge and concepts in Science?
- Knowledge taught becomes more in depth
- Increasing complexity of language and precision expected
- Pupils demonstrate their knowledge and understanding as a scientist through a TASC project
- Pre and post diagnostic assessments are used at the start of end of each unit
- Whole school progression document for working scientifically and subject fluency to ensure knowledge and skills are built on.
How do we know our children have made progress?
FS children can:
- Children know about similarities and differences in relation to places, objects, materials and living things.
- They talk about the features of their own immediate environment and how environments might vary from one to another.
- They make observations of animals and plants and explain why some things occur, and talk about changes.
- They know about similarities and differences between themselves and others and among families, communities and traditions.
- Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
KS1 children can:
• name and locate parts of the human body, including those related to the senses (year 1), and
describe the importance of exercise, a balanced diet and hygiene for humans (year 2)
• describe the basic needs of animals for survival and the main changes as young animals, including
humans, grow into adults (year 2)
• describe the basic needs of plants for survival and the impact of changing these and the main
changes as seeds and bulbs grow into mature plants (year 2)
• identify whether things are alive, dead or have never lived (year 2)
• describe and compare the observable features of animals from a range of groups (year 1)
• group animals according to what they eat (year 1), describe how animals get their food from other
animals and/or from plants, and use simple food chains to describe these relationships (year 2)
• describe seasonal changes (year 1)
• name different plants and animals and describe how they are suited to different habitats (year 2)
• distinguish objects from materials, describe their properties, identify and group everyday
materials (year 1) and compare their suitability for different uses (year 2)
The pupil can, using appropriate scientific language from the national curriculum:
• ask their own questions about what they notice
• use different types of scientific enquiry to gather and record data, using simple equipment where
appropriate, to answer questions: observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, finding things out using secondary sources of information
• communicate their ideas, what they do and what they find out in a variety of ways
Year 6 Children can:
• name and describe the functions of the main parts of the digestive (year 4), musculoskeletal
(year 3) and circulatory systems (year 6); and describe and compare different reproductive
processes and life cycles in animals (year 5)
• describe the effects of diet, exercise, drugs and lifestyle on how the body functions (year 6)
• name, locate and describe the functions of the main parts of plants, including those involved in
reproduction (year 5) and transporting water and nutrients (year 3)
• use the observable features of plants, animals and microorganisms to group, classify and identify
them into broad groups, using keys or other methods (year 6)
• construct and interpret food chains (year 4)
• describe the requirements of plants for life and growth (year 3); and explain how environmental
changes may have an impact on living things (year 4)
• use the basic ideas of inheritance, variation and adaptation to describe how living things have
changed over time and evolved (year 6); and describe how fossils are formed (year 3) and provide
evidence for evolution (year 6)
• group and identify materials (year 5), including rocks (year 3), in different ways according to their
properties, based on first-hand observation; and justify the use of different everyday materials for
different uses, based on their properties (year 5)
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Science content (continued)
• describe the characteristics of different states of matter and group materials on this basis; and
describe how materials change state at different temperatures, using this to explain everyday
phenomena, including the water cycle (year 4)
• identify and describe what happens when dissolving occurs in everyday situations; and describe
how to separate mixtures and solutions into their components (year 5)
• identify, with reasons, whether changes in materials are reversible or not (year 5)
• use the idea that light from light sources, or reflected light, travels in straight lines and enters our
Eyes to explain how we see objects (year 6), and the formation (year 3), shape (year 6) and size of
shadows (year 3)
• use the idea that sounds are associated with vibrations, and that they require a medium to travel
through, to explain how sounds are made and heard (year 4)
• describe the relationship between the pitch of a sound and the features of its source; and between
the volume of a sound, the strength of the vibrations and the distance from its source (year 4)
• describe the effects of simple forces that involve contact (air and water resistance, friction) (year 5),
that act at a distance (magnetic forces, including those between like and unlike magnetic poles)
(year 3), and gravity (year 5)
• identify simple mechanisms, including levers, gears and pulleys, that increase the effect of a
force (year 5)
• use simple apparatus to construct and control a series circuit, and describe how the circuit may
be affected when changes are made to it; and use recognised symbols to represent simple series
circuit diagrams (year 6)
• describe the shapes and relative movements of the Sun, Moon, Earth and other planets in the
solar system; and explain the apparent movement of the sun across the sky in terms of the Earth’s
rotation and that this results in day and night (year 5).
The pupil can, using appropriate scientific language from the national curriculum:
• describe and evaluate their own and others’ scientific ideas related to topics in the national
curriculum (including ideas that have changed over time), using evidence from a range of sources
• ask their own questions about the scientific phenomena that they are studying, and select the
most appropriate ways to answer these questions, recognising and controlling variables where
necessary (i.e. observing changes over different periods of time, noticing patterns, grouping and
classifying things, carrying out comparative and fair tests, and finding things out using a wide
range of secondary sources)
• use a range of scientific equipment to take accurate and precise measurements or readings, with
repeat readings where appropriate
• record data and results using scientific diagrams and labels, classification keys, tables, scatter
graphs, bar and line graphs
• draw conclusions, explain and evaluate their methods and findings, communicating these in a
variety of ways
• raise further questions that could be investigated, based on their data and observations.
In Science lessons, as in all aspects of the curriculum, children are true to their faith. This can be summarised through one line taken from our Mission Statement: ‘We are happy when we do our best in our work and play’.