At SMSP, we aim to stimulate and excite children’s curiosity about phenomena and events in the world around them. We link direct practical experience with ideas, and therefore engage children’s interest at many levels.

Through our Science curriculum, children use first-hand experiences and investigations to explore, discover and gain scientific knowledge. They are encouraged to investigate problems and answer scientific questions.

In the EYFS, children’s natural curiosity about the world around them is encouraged and developed. The children use their outdoor learning area to explore ongoing changes in the natural world and observe changes in the seasons. Through topics such as Space, Water, Growing, Farms and Farming, Minibeasts and Wild Animals, the children are constantly broadening their scientific knowledge, skills and understanding.

Children are taught to identify and classify, find patterns and relationships, carry out research using a variety of sources, observe changes over time as well as making comparisons and carrying out fair tests. They develop skills in making predictions, testing and evaluating ideas, and communicating using scientific language, drawings, tables and charts.

We ensure that the ‘Working Scientifically’ skills are developed throughout their time in primary school so that children can use equipment, conduct experiments, build arguments and explain concepts confidently whilst continuing to ask questions and be curious about their surroundings.

Wherever possible, the science elements of the National Curriculum are taught in a cross-curricular way so that important links can be made with other subject areas in order to strengthen and deepen children’s knowledge and understanding. For example, we have a rolling program linked to learning about living things and life cycles (chicks or ducklings, caterpillars, newts).

Our Science curriculum results in a fun, engaging, high-quality science education that provides children with the foundations for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. When the science topics lend themselves to outdoor learning, we make use of our grounds, wildlife garden and local parks. Our aim is to ensure that children’s learning in science will foster responsible attitudes towards the environment and all living things.

Through various workshops, trips and interactions with experts (the Ogden Trust, the National Physical Laboratory, BP Education Service, Kew Gardens, the Lookout Discovery Centre, the Natural History Museum and the Science Museum), children have an understanding of the importance of science; how it has changed our lives and the important part it plays in the world’s future prosperity.

Relationships and Sex Education

In In addition to the Science curriculum, which covers areas such as the life cycle, growth and development, children in Upper Key Stage 2 follow a programme of Relationships and Sex Education. This is delivered by Class teachers, and parents are invited to view the materials in advance. Parents and carers cannot withdraw from any aspect of Relationships Education and Health Education lessons covering the changing adolescent body (puberty). Parents and carers have the right to withdraw their children from Sex Education. However, we believe it is an important part of children’s education and strongly encourage participation.

Topics Covered in each Year:

Reception

In the EYFS, children’s natural curiosity about the world around them is encouraged and developed. The children use their outdoor learning area to explore ongoing changes in the natural world and observe changes in the seasons. Through topics such as Space, Water, Growing, Farms and Farming, Minibeasts and Wild Animals, the children are constantly broadening their scientific knowledge, skills and understanding.

Year 1

  • Plants (identify wild and garden plants, structure of flowering plants)
  • Animals including humans (identify common animals, classify carnivore, herbivore, omnivore, structure of animals, parts of human body)
  • Seasonal changes (changes in seasons, weather and day length)
  • Everyday materials (name materials, physical properties, group materials by property)

Year 2

  • Plants (growing seeds and bulbs, plants need water, light, suitable temperature)
  • Animals including humans (offspring that grow into adults, basic needs, exercise, diet and hygiene)
  • Living things and their habitats (dead and living, habitats, identify plants and animals, food chains)
  • Uses of everyday materials (suitable for its use, changing shapes squashing, bending, twisting & stretching)

Year 3

  • Plants (function of parts of flowering plant, requirements for growth)
  • Animals including humans (balanced diet, skeleton and muscles)
  • Rocks (group rocks by appearance and properties, how are fossils formed, soils)
  • Forces and magnets (different surfaces, magnetic forces and materials, poles, predict attraction and repulsion)
  • Light (light is needed to see, light is reflected off surfaces, sunlight can be dangerous, changing shadows)

Year 4

  • Animals including humans (parts of digestive system, teeth and function, food chains)
  • Living things and their habitats (can be grouped in different ways, use keys to identify local and wider environment, environments can change)
  • States of matter (group solids liquids and gases, heating and cooling, evaporation, condensation and water cycle)
  • Electricity (appliances, series circuits, predict if lamp lights, switches, insulators and conductors)
  • Sound (sound is vibrations, travels through medium, pitch, volume, decreased volume over longer distances)

Year 5

  • Animals including humans (Changes as humans develop to old age)
  • Living things and their habitats (compare life cycles of mammal, amphibian, insect and bird, plant reproduction)
  • Earth and Space (Movement of planets round sun and moon round earth, day and night)
  • Properties and changes of materials (group materials by characteristics, dissolving, separating, reversible and irreversible changes)
  • Forces (Gravity, Air resistance, water resistance, leavers and pulleys)

Year 6

  • Animals including humans (Circulatory system, impact of diet and exercise, transport of nutrients and water)
  • Living things and their habitats (Classification including microorganisms, plants and animals, by characteristics)
  • Animals including humans (Circulatory system, impact of diet and exercise, transport of nutrients and water)
  • Living things and their habitats (Classification including microorganisms, plants and animals, by characteristics)
  • Evolution and inheritance (Fossils and evolution, variation in offspring, adaptation)
  • Electricity (relate voltage to brightness of lamp or loudness of buzzer, switches, circuit diagram)
  • Light (light travels in straight lines, reflection, shadows)

Useful links for parents:

Key Stage 1: http://www.bbc.co.uk/education/highlights/curations/zyxydxs

Key Stage 2: http://www.bbc.co.uk/education/highlights/curations/z9njqty

BP Educational Service: http://bpes.bp.com/

National Physic Laboratory (Just down the road from our school) http://www.npl.co.uk/

Science Museum (London): http://sciencemuseum.org.uk/?gclid=CIyos4mv8tQCFcMYGwod51wDNw

Natural History Museum (London): http://www.nhm.ac.uk/

Kew Gardens: http://www.kew.org/

Lookout Discovery Centre (Bracknell): https://www.bracknell-forest.gov.uk/leisure-services/look-out-discovery-centre