Science

          How do we teach Science at Albrighton Primary School and Nursery?

Intent

At Albrighton Primary School and Nursery we believe that the Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. Throughout the programmes of study (National Curriculum 2014), the children will acquire and develop the key knowledge that has been identified within each strand and across each year group via stimulating and engaging learning opportunities. 

We understand Science plays an important part in children's understanding of the World around them, encouraging them to use their knowledge to ask questions. As a school we have developed  strong links with RAF Cosford, which enables us to participate in meaningful STEM projects, enriching our curriculum.  Regular investigations enable the children to develop their investigation skills whilst embedding the associated knowledge. 

To view our core intent, click here.

Implementation 

Following the National Curriculum Objectives, we plan weekly science lessons using a range of planning documents. Our lessons follow a sequence to maximise children's knowledge acquisition over time.

Our school grounds provide ample opportunity to study plants and living things. All classes have access to a range of science resources, equipment and technology for further research. Each topic is supported by a wealth of quality texts supplied by Shropshire Library Services. 

See examples of our work below.

Impact

Children will have developed the scientific knowledge and skills to help them explore and understand the world. Children’s knowledge and skills will develop progressively as they move through the school, not only to enable them to meet the requirements of the National Curriculum but to prepare them to become competent scientists in their secondary education and beyond.

We measure the impact of our science curriculum through the following methods:

  • Assessing children’s understanding of the knowledge and linked vocabulary before and after the unit is taught.
  • Formative assessment throughout lessons - questioning and AFL tasks to check knowledge and understanding. 
  • Opportunities to use knowledge in other contexts such as in literacy or PSHE.
  • Interviewing the pupils about their learning (pupil voice).
  • Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Annual reporting of standards across the curriculum.
  • Marking of written work in books.

Celebrating Scientists and Inventors

2021/22 - As part of our Jubilee celebrations, we channelled our inter scientists, engineers, technicians and mathematicians to design and make something for the Queen! Well down to everyone involved - there was a lot of you! And thank you for all your hard work. You should be very proud. 

Animals, including Humans

2021/22 - Whilst looking at different animals, year 3 and 4 looked closely at the digestive system (gross!). After getting an understanding of a foods journey, they used their ICT skills to make simple stop animations of the process.

Everyday materials and States of Matter 

2022/23 - Year 3 and 4 topic 'flow' has included us talking about the water cycle. While doing so, they have learned about how water changes state at different points. They made a 'water cycle in a bag' to show what happens. When water evaporates in the heat, liquid turns into a gas. When this gas gets cold higher in the atmosphere, it turns back into a liquid as it condenses.

2020/21 - For our year 3 and 4 Potions topic, we have been thinking about different materials and their properties. We looked closer at each material and thought about what their particles look like under a microscope. Watch our youtube video where we explain the properties of solids, liquids and gases.   https://youtu.be/TkeRr2AqHu4 

We have also looked at how some materials, such as water, can change states at certain temperatures. We didn’t an investigation to find out which bowl would be best for birds, ensuring the least amount of water is lost to evaporation.

Living things and their habitats 

2022/23 - Year 1 and 2 have been learning about microhabitats, thinking about how animals are suited to their own habitat. They also looked at some simple food chains.

2020/21 - In year 1 and 2, we have been looking at sea creatures and how they survive in their habitats. 

We did some investigations to find out what happens to materials when they are left in salt water.We made some

predictions first and then were particularly intrigued by how some materials biodegraded! 

2020/21 - During our year 3 and 4 'Flow' topic, we carried an an investigation to find out the effect of pollutants on pond weed.  We tested detergent, salt, vinegar and oil.  There was a control set up, with no pollutant, to compare the other tests against. They observed that the oil floated on top of the water, blocking oxygen from getting to the pond weed.  The vinegar killed the pondweed as it is an acid.

The environment

Light

2021/22 - Year 3 and 4 have been learning all about light and how it can only travel in straight lines. They used this knowledge to try and understand why we have shadows. To show their understanding, they made a shadow puppet theatre! 

Rocks

2021/22 - Year 3 and 4 have been learning all about Rocks in their volcano topic. As part of this, they learned about the layers that make up the upper crust of the earth by making some declines treats! 

Forces and Magnets

2022/23 - In year 5 and 6, he have been looking at different forces hat act in different situations and contexts. We have also been looking specifically into our understanding of Newtons, and how that links to mass.

Electricity 

Sound

2020/21 - In year 3 and 4, we have been investigating how sound is created by vibrations. We tested this with a drum.

Earth and Space

Evolution and inheritance