Science at Crookesbroom Primary Academy triggers the innate curiosity of our pupils by allowing them to engage in hands-on, investigative learning by following a question-led, enquiry based curriculum.
Over-arching ‘BIG’ questions for each year group provide children with a foundation to build upon and acquire new knowledge and skills. Opportunities are provided for children to ask their own questions within their science topic and follow their own lines of scientific enquiry. At Crookesbroom, Science is seen as much more than a classroom lesson; it is woven into everyday routines within school. Pupils are exposed to and taught about aspirational people within the STEM industry and are more aware of how science can impact on their local environment.
Our science curriculum meets the needs of our pupils by giving them the opportunity to broaden their knowledge and skills and giving them opportunities to apply these to their everyday lives. Discussion and the development of new scientific vocabulary encourages the development of pupils’ oracy skills. Pupils’ Science Capital is developed through breaking down STEM stereotypes and creating a culture of ‘Science is for Everyone’.
In Nursery, we encourage children to notice and explore the world around them including changes in the natural world, taking advantage of our outdoor learning to facilitate this. We explicitly teach the children the children the names of facial features and body parts, and explore similarities and differences between the physical features of the children. Throughout provision, children are encouraged to sort and group different items to help them to begin to explore similarities and differences in other things. The children explore early investigation skills by predicting and then testing out simple ideas e.g can we make ice cream melt more quickly? Can we keep a snowman forever?
In Reception, pupils explore the world around them by identifying, discussing and recognising changes and patterns amongst living things and their environment. Through continuous provision, pupils have access to scientific equipment such as magnets, pipettes, magnifying glasses and thermometers that encourage first hand exploration and discussion. Pupils in Reception also receive an explicit weekly science lesson where they are exposed to the foundations of scientific concepts. Pupils take part in simple investigations that equip them with the introductory skills and knowledge for their science journey ahead.
In Key Stage 1, pupils consolidate and build on prior learning by investigating a range of topics. Pupils work in a range of ways to construct and ask simple questions. They make simple observations and learn to use scientific equipment safely and in different ways. Pupils in Key Stage 1 learn how to gather and record their scientific data and start to interpret that of others.
In Key Stage 2, pupils lead their own investigations by using a range of scientific approaches. They interpret, record and share their data in a variety of ways and use this to draw conclusions. Pupils are challenged to demonstrate their scientific knowledge to others through presentational talk. They then use this knowledge to make further predictions for subsequent investigations.
It is our intent, through STEM clubs, STEAM School and Eco-Schools our pupils have the opportunities to explore other additional scientific experiences which are not covered in our science sequences of learning.
- Science Overview(493 KB)
- Reception Sequence of Learning(333 KB)
- Y1 - Autumn 2 - Sequence of Learning(597 KB)
- Y1 - Spring 1 - Sequence of Learning(208 KB)
- Y1 - Spring 2 - Sequence of Learning(565 KB)
- Y2 - Autumn 2 - Sequence of Learning(211 KB)
- Y2 - Spring 1 - Sequence of Learning(165 KB)
- Y2 - Spring 2 - Sequence of Learning(532 KB)
- Y3 - Autumn 2 - Sequence of Learning(653 KB)
- Y3 - Spring 1 - Sequence of Learning(192 KB)
- Y3 - Spring 2 - Sequence of Learning(568 KB)
- Y4 - Autumn 2 - Sequence of Learning(456 KB)
- Y4 - Spring 1 - Sequence of Learning(153 KB)
- Y4 - Spring 2 - Sequence of Learning(558 KB)
- Y5 - Autumn 2 - Sequence of Learning(459 KB)
- Y5 - Spring 1 - Sequence of Learning(199 KB)
- Y5 - Spring 2 - Sequence of Learning(529 KB)
- Y6 - Autumn 2 - Sequence of Learning(458 KB)
- Y6 - Spring 1 - Sequence of Learning(148 KB)
- Y6 - Spring 2 - Sequence of Learning(539 KB)