Learn · Grow · Thrive

Science

Vision

Students in our schools will experience a science curriculum which allows them to develop a lifelong curiosity and wonder about the natural world in which they live.

Through the curriculum we will provide our pupils, irrespective of their age, stage or need the opportunity to engage and learn through practical experiences.  We will aim to lay the foundations which are needed to support future learning and foster lifelong knowledge which will allow all of our pupils to become responsible citizens who care for their planet and its future.

Strapline

Developing a lifelong curiosity and wonder about the natural world we live in and how to care for it.

End points

  • To create critical interpretations about the world around them.
  • To generate their own hypothesis and test these through scientific methods
  • To complete scientific investigations in a variety of contents
  • Understand how to evaluate their findings.

Provision Map

Rivelin Science Progression Map

Domains of Knowledge

  • Cells
  • Infectious diseases
  • Materials
  • Plants
  • Animals including humans
  • Living things and their habitats
  • Rocks
  • Light
  • Sound
  • Earth and Space
  • Evolution and inheritance
  • Forces and magnets

Cells and Infectious Diseases

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

 

There are three different types of microbes: fungi, bacteria and viruses

Microbes are all different shapes and sizes

Some are useful but some can be harmful

Microbes are found everywhere and can be spread through touch and air Most microbes are too small to be seen with the naked eye

Antibiotics are special medicines that only work on bacteria ebug

Key Concepts

 

Prevention of transmission – health and hygiene

 

Materials

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

Pupils should be taught to: Stage 1

·         §  identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

·         §  describe the simple physical properties of a variety of everyday materials

 

·         Pupils should be taught to: Stage 2

·         § identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

 

Pupils should be taught to: Stage 4

·         §  observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

·         §  Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

Pupils should be taught to: Stage 5

·         §  know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

·         §  use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

·         §  give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

§  explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Key Concepts

Pupils should be taught to: Stage 1

·         §  distinguish between an object and the material from which it is made

·         §  compare and group together a variety of everyday materials on the basis of their simple physical properties.

 

·         Pupils should be taught to: Stage 2

·         § find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

 

Pupils should be taught to: Stage 4

·         §  compare and group materials together, according to whether they are solids, liquids or gases

 

Pupils should be taught to: Stage 5

·         §  compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

·         §  demonstrate that dissolving, mixing and changes of state are reversible changes

 

Plants

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

 

Pupils should be taught to: Stage 1

§ identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

§ identify and describe the basic structure of a variety of common flowering plants, including trees.

 

Pupils should be taught to: Stage 2

§ observe and describe how seeds and bulbs grow into mature plants

 

Pupils should be taught to: Stage 3

·         §  identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Key Concepts

 

Pupils should be taught to: Stage 2

§ find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

 

Pupils should be taught to: Stage 3

·         §  explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

·         §  investigate the way in which water is transported within plants

§  explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Animals including humans

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

Pupils should be taught to: Stage 1

§ identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

§ identify and name a variety of common animals that are carnivores, herbivores and omnivores

 

Pupils should be taught to: Stage 2

·         §  notice that animals, including humans, have offspring which grow into adults

·         §  find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

·         §  describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

 

·         Pupils should be taught to: Stage 3

·         § identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

·         § identify that humans and some other animals have skeletons and muscles for support, protection and movement.

·          

·         Pupils should be taught to: Stage 4
§ describe the simple functions of the basic parts of the digestive system in humans

·         § identify the different types of teeth in humans and their simple functions

·         § construct and interpret a variety of food chains, identifying producers, predators and prey.

·          

·          Pupils should be taught to:  Stage 6

§  identify and name the main parts of the human circulatory system, and describe     the functions of the heart, blood vessels and blood

·         §  describe the ways in which nutrients and water are transported within animals, including humans.

Key Concepts

Pupils should be taught to: Stage 1

§ describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

§ identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

 

Pupils should be taught to: Stage 5

§ describe the changes as humans develop to old age.

 

Pupils should be taught to:  Stage 6

·         §  recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

 

Living things and their Habitat

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

Pupils should be taught to: Stage 2

§  identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

§  identify and name a variety of plants and animals in their habitats, including micro- habitats

§  describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

 

Pupils should be taught to: Stage 4

§  recognise that living things can be grouped in a variety of ways

§  recognise that environments can change and that this can sometimes pose dangers to living things.

 

Pupils should be taught to: Stage 5

§ describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

§ describe the life process of reproduction in some plants and animals.

 

Pupils should be taught to: Stage 6

§ 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

Key Concepts

Pupils should be taught to: Stage 2

§  explore and compare the differences between things that are living, dead, and things that have never been alive

 

 

Pupils should be taught to: Stage 4

§  explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

 

Pupils should be taught to: Stage 6

§ give reasons for classifying plants and animals based on specific characteristics.

 

Rocks

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

Pupils should be taught to: Stage 3

·         §  describe in simple terms how fossils are formed when things that have lived are trapped within rock

·         §  recognise that soils are made from rocks and organic matter.

Key Concepts

Pupils should be taught to: Stage 3

·         §  compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

 

Light

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

 

·         Seasonal changes

·         Pupils should be taught to: Stage 1

·         § observe changes across the four seasons

·         § observe and describe weather associated with the seasons and how day length varies.

 

Pupils should be taught to: Stage 3

·         §  recognise that they need light in order to see things and that dark is the absence of light

·         §  notice that light is reflected from surfaces

·         §  recognise that light from the sun can be dangerous and that there are ways to protect their eyes

 

Pupils should be taught to: Stage 6

·         §  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

·         §  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

§  use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Key Concepts

 

Pupils should be taught to: Stage 3

§  find patterns in the way that the size of shadows change.

·         §  recognise that shadows are formed when the light from a light source is blocked by an opaque object.

 

Pupils should be taught to: Stage 6

§  recognise that light appears to travel in straight lines

Sound

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

 

Pupils should be taught to: Stage 4

·         §  identify how sounds are made, associating some of them with something vibrating

·         §  recognise that sounds get fainter as the distance from the sound source increases.

 

 

Key Concepts

 

Pupils should be taught to: Stage 4

·         §  recognise that vibrations from sounds travel through a medium to the ear

·         §  find patterns between the pitch of a sound and features of the object that produced it

·         §  find patterns between the volume of a sound and the strength of the vibrations that produced it

Earth and Space

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

Pupils should be taught to: Stage 5

·         §  describe the movement of the Earth, and other planets, relative to the Sun in the solar system

·         §  describe the movement of the Moon relative to the Earth

·         §  describe the Sun, Earth and Moon as approximately spherical bodies

Key Concepts

Pupils should be taught to: Stage 5

·         §  use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

 

Electricity

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

 

Pupils should be taught to: Stage 4

·         §  identify common appliances that run on electricity

 

Pupils should be taught to: Stage 6

·         §  associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

·         §  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

·         §  use recognised symbols when representing a simple circuit in a diagram.

Key Concepts

Pupils should be taught to: Stage 4

·         §  construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

·         §  identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

·         §  recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

·         §  recognise some common conductors and insulators, and associate metals with being good conductors

 

Forces and Magnets

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

Pupils should be taught to: Stage 3

·         §  notice that some forces need contact between two objects, but magnetic forces can act at a distance

·         §  describe magnets as having two poles

·         §  predict whether two magnets will attract or repel each other, depending on which poles are facing.

 

Pupils should be taught to: Stage 5

·         §  explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

 

Key Concepts

Pupils should be taught to: Stage 3

·         §  compare how things move on different surfaces

·         §  observe how magnets attract or repel each other and attract some materials and not others

·         §  compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

 

Pupils should be taught to: Stage 5

·         §  identify the effects of air resistance, water resistance and friction, that act between moving surfaces

§  recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

 

Evolution and Inheritance

Key Propositional Knowledge

Key Procedural Knowledge

Key Concepts

 

Pupils should be taught to: Stage 6

·         §  recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

·         §  recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

 

Key Concepts

 

Pupils should be taught to: Stage 6

·         §  identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.