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The Science Curriculum at River

 

At River Primary School, we ensure that children experience a rich and high-quality coverage of the Science curriculum.  We believe that science in our school is about developing children's ideas and ways of working that enable them to make sense of the world in which they live, through exploration, discovery and investigation. As well as, using and applying process skills, which we believe promotes communication in a specific and precise language involving mathematical and logical thinking. 

The Kent Primary scheme of work is used as a starting point for our Science teaching and learning.  The scheme of work comprises of twenty-eight units in accordance with the guidance in the National Curriculum.  The scheme has clearly indicated a progression in the key scientific knowledge and concepts from Year 1 to Year 6.  Science is taught alongside Cornerstone topics where possible or taught discretely. 

Children are encouraged to ‘work scientifically’, developing key skills during investigations based on the unit theme.  Key scientific vocabulary is developed alongside each unit of work with key vocabulary and terms introduced and reinforced in every year group. 

  

The Kent Science unit themes for each year group.

 

Year 1  Seasonal change; Everyday materials; Plants and Animals, including humans.

 

Year 2  Animals including humans; Uses of everyday materials; All living things and their habitats and Plants.

 

Year 3  Forces and magnets; Light; Rocks; Plants and Animals including humans.

 

Year 4  Animals including humans; All living things; Sound; States of matter and Electricity.

 

Year 5  Earth and Space; Forces; Properties and changes of materials; Animals including humans and All living things.

 

Year 6  Electricity; Light; Animals including humans; All living things and Evolution and inheritance.

Picture 1

Each class has a set of principles by which children learn science.

Science is going well when…

•          We are learning through practical ‘hands on’ investigations.

•          We are thinking of and asking our own questions to investigate.

•          We work collaboratively together and learn from each other.

•          We use scientific resources to help us learn.

•          We make connections to familiar contexts that we can relate to.

•          We are learning outside the classroom and have science visitors and visits.

 

 

 

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