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By the time they leave Sandown, the children are excited and curious about the world around them and are equipped with the core substantive and disciplinary knowledge and skills to become ‘independent scientists’, actively engaging in a wide range of scientific enquiries embedded within the disciplines of biology, chemistry and science.

We follow the Cornerstones Maestro Curriculum for science which ensures continuity and progression of science concepts and key knowledge across the school, as well as providing cohesive links with other curriculum subjects. These links allow for our children to embed their science substantive knowledge in new and often real-life contexts

To read our Cornerstones Science Curriculum overview, please click here.

To read the Key Science Concepts Map, please click here.

To read the Science Core Knowledge document, please click here.

Using these documents, the science subject leader has produced Unit Plans to ensure the children of Sandown can meet the National Standards set for the End of Key Stage 1 and the End of Key Stage 2, whilst providing an ambitious curriculum which promotes an enquiry approach to learning and supports the children in both answering as well as raising their own questions, alongside developing and challenging their scientific thinking.

Terms 1 and 2 Unit Plans{: .text-center}        
Y1 Everyday Materials Y1 Human Senses Y2 Habitats Y2 Human Survival Y3 Animal Nutrition & the Skeletal System
Y4 Food and the Digestive System Y4 Sound Y5 Earth and Space Y5 Forces and Mechanisms Y6 The Circulatory System
EYFS in Action

In Nursery, the children start the year exploring autumn. In the Once Upon a Time topic, the children help story characters to solve problems through their discovery of everyday materials. This is built upon in their Sparkle and Shine project when they explore reflective materials. In the Starry Night topic, the children learn about nocturnal animals and explore making shadows. As our Nursery becomes a Winter Wonderland the children investigate melting and freezing. In Puddles and Rainbows, the children learn more about seasonal changes and explore waterproof materials. In their spring project, Sunshine and Sunflowers, the children plant seeds, watch them grow and observe the insects that visit them. They explore shadows and reflections both inside and outside. In the Big Wide World project, the children explore habitats, both local and worldwide through books and small world play. Splash! finds the children exploring floating and sinking.

In Reception, the Let’s Explore topic encourages the children to explore the local environment to find out about living things and the places in which they live. In Marvellous Machines, the children explore battery operated toys and explore making simple circuits as well as discovering how far toy vehicles travel on different surfaces. Next the children find out more about materials in their topic, Long Ago. In Ready, Steady Grow, the children plant seeds, look after them and observe them grow. They also learn about farm animals. This is built upon in the topic Animal Safari, when they learn about wild animals and the habitats in which they live. The final topic, On the Beach, broadens the children’s knowledge, by learning about marine animals. They also explore floating and sinking as well as carry out investigations to discover waterproof materials.

Key Stage 1 in Action

In Year 1, children start the autumn term with Everyday Materials, linking this learning to the design and technology project Shade and Shelter. In the Human Senses project, they learn about parts of the human body and those associated with the senses. In the spring project Seasonal Changes, they learn broadly about seasonal changes linked to weather, living things and day length. They revisit some of this learning in the following summer term project Plant Parts. They finish with the project Animal Parts, linking back to their knowledge about body parts and senses and identifying commonalities.

In Year 2, children begin the autumn term with the project Human Survival, learning about the survival needs of humans, before expanding to study animals within their habitats in the project Habitats. Building on learning from Year 1, children learn about the uses of materials in the spring project Uses of Materials and begin to understand changes of materials through simple physical manipulation, such as bending and twisting. The spring Plant Survival project also explores survival, with children observing what plants need to grow and stay healthy. Finally, in the project Animal Survival, children bring together learning from the autumn term, thinking about what animals need to survive.

Lower Key Stage 2 In Action

In the autumn term of Year 3, they learn about the skeletal and muscular system in the project Skeletal and Muscular Systems. This learning again links to other animals, with children identifying similarities and differences. Children also learn about healthy diets alongside the autumn term design and technology project Cook Well, Eatwell. In the spring term, properties of materials are revisited in the project Forces and Magnets, with children identifying magnetic materials and learning about the non-contact force of magnetism. They also begin to learn about contact forces, investigating how things move over surfaces. Science learning about rocks and soils is delivered through the geography project Rocks, Relics and Rumbles. Children begin to link structure to function in the summer Plant Nutrition and Reproduction project, identifying the plant parts associated with reproduction and water transport. Children finish the year with the project Light and Shadows, where they are explicitly introduced to the subject of light, with children learning about shadows and reflections, revisiting language from Key Stage 1, including opaque and transparent.

In the autumn term of Year 4, children learn about the digestive system, again making comparisons to other animals, in the project Digestive System. The second autumn term project Sound introduces the concept of sound, with children identifying how sounds are made and travel. They learn and use new vocabulary, such as pitch and volume, and identify properties of materials associated with these concepts. In the spring term project States of Matter, children learn about solids, liquids and gases and their characteristics. They understand how temperature drives change of state and link this learning to the project Misty Mountain, Winding River, in which children learn about the water cycle. Up to this point, children have had many opportunities for grouping and sorting living things. In the spring project Grouping and Classifying, children recognise this as ‘classification’ and explore classification keys. Finally, in the summer term, children study electricity by creating and recording simple circuits in the project Electrical Circuits and Conductors. They also build on their knowledge of the properties of materials, identifying electrical conductors and insulators.

Upper Key Stage 2 In Action

In the autumn term of Year 5, children broaden their knowledge of forces, including gravity and air and water resistance, in the project Forces and Mechanisms. They revisit learning from design and technology projects, including Making It Move and Moving Mechanisms, to explore various mechanisms and their uses. Their knowledge of gravity supports the autumn term project Earth and Space, so they can understand the forces that shape planets and our solar system. They also develop their understanding of day and night, first explored in the Year 1 project Seasonal Changes. Having learned that animals and plants produce offspring in earlier projects and studied plant and animal life cycles in Sow, Grow and Farm, children now focus on the human life cycle and sexual reproduction in the spring term project Human Reproduction and Ageing. In the summer term project Properties and Changes of Materials, children revisit much of their prior learning about materials’ properties and learn new properties, including thermal conductivity and solubility. To this point, children have learned much about reversible changes, such as melting and freezing, but now extend their learning to irreversible changes, including chemical changes.

In Year 6, the final body system children learn about is the circulatory system and its roles in transporting water, nutrients and gases in the autumn term project Circulatory System. Science learning about classification is delivered through the spring term geography project Frozen Kingdoms. In the spring term, children also build on their knowledge about electrical circuits from Year 4, now learning and recording standard symbols for circuit components and investigating the function of components and the effects of voltage on a circuit in the project Electrical Circuits and Components. In the summer project Light Theory, children recognise that light travels in straight lines from a source or reflector to the eye and explain the shape of shadows. Finally, in the project Evolution and Inheritance, children learn about inheritance and understand why offspring are not identical to their parents. They also learn about natural selection and how this can lead to the evolution of a species.

For additional information about this subject, please contact the school office and ask to speak to the subject leader.