The Science curriculum at Cleves follows the National Curriculum 2014 and aims that pupils:
develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
Our curriculum consists of a sequence of knowledge and concepts in biology, chemistry and physics and aims to ensure secure understanding at each stage in order to progress to the next. Pupils are taught to describe processes and key characteristics in common language, as well as technical terminology, accurately and precisely. The science curriculum is also designed such that children progress in ‘Working scientifically’. They learn to use a variety of approaches to answer relevant scientific questions, including: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils also seek answers to questions through collecting, analysing and presenting data.
Animals, including humans
Studies of human biology includes that of the muscular and skeletal systems (Yr 3), the digestive system together with teeth and nutrition (Yr 4), reproductive processes and life cycles (Yr 5) and the circulatory system and keeping healthy (Yr 6).
All Living Things
Studies of living things include reproductive processes and life cycles of birds, insects and amphibians (Yr 3), classification of vertebrates (Yr 3/6) and invertebrates, plants and microorganisms (Yr 6), habitats and the effect of environmental change (Yr4) and reproductive process and life cycles of mammals (Yr 5).
Studies of plants include understanding different structures in plants, what they need to thrive (Yr 3) and their reproductive processes (Yr 3/5).
Year 3 study different types of rocks and soil and their properties (Yr3) and understand the formation of fossils and how these are found within rocks.
States of Matter
Studies aim to ensure understanding of solids, liquids and gases and how substances can change between these states through heating and cooling as well as the role of these processes in the water cycle (Yr 4).
Properties and Changes in Materials
Year 5 study different materials and their properties such as hardness, solubility, conductivity, magnetism, absorption and how these make them suitable for particular purposes. They understand the process of dissolving and apply previous knowledge about changes of state to studies of separating solids, liquids and gases. Knowledge of chemical processes is built upon in Year 6 during studies of reversible and irreversible changes of substances in various circumstances.
Studies of electricity include understanding of safety issues, how circuits work and what components are required, conductors and insulators as well as the effect of changing components in a circuit (Yr 4/6).
Children learn that darkness is an absence of light, how shadows form and behave (including how some materials are transparent) and how light reflects from shiny surfaces (Yr 3). Later they learn how these phenomena come about because light travels in straight lines and that we see things because light reflects off objects and travels into our eyes (Yr 6).
In Year 4 children learn how sounds are made by objects and explore the relationships between the pitch of a sound and the features of the object that produced it and the volume of a sound and the strength of the vibrations that produced it.
Forces and Magnets
Studies include those on the forces of friction (Yr 3), magnetism (Yr 3), gravity and air/water resistance (Yr 5).
Earth and Space
Year 5 learn about the relationship between the planets in our Solar System including their movement in relation to the Sun, the movement of the Moon in relation to Earth and how Earth’s rotation determines day and night and the apparent movement of the Sun across the sky.