Queens’ Federation: Science Subject Statement
At the Queens’ Federation we aim to foster ‘Learning for Life.’
We will provide a rich, relevant and inspirational curriculum that promotes a lifelong love of learning and equips our pupils with the key knowledge and understanding, skills and personal qualities that they will need to thrive in a rapidly changing world. Our curriculum is designed to be relevant to our children and is linked to the context of our school and the local community.
At the Queens’ Federation, it is our aim to provide a high quality science curriculum that provides pupils with a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them think scientifically and develop scientific enquiry skills. Our curriculum will enable pupils to become enquiry based learners collaborating through researching, investigating and evaluating a wide range of experiences.
Pupils will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes. It will provide opportunities for the critical evaluation of evidence and rational explanation of scientific phenomena as well as opportunity to apply wider curriculum knowledge to their understanding of science, including collecting, presenting and analysing data. Pupils will be immersed in scientific vocabulary, which supports the acquisition of scientific knowledge and understanding.
Encouraging children to ask questions, allowing them to indulge their curiosities and build on their abilities to find scientific answers by both logical enquiry and keen observation is at the heart of teaching and learning in science at the Queens’ Federation. Scientific enquiry skills are embedded into each topic that the pupils study. Topics are revisited and developed throughout their time at school allowing pupils to build upon their prior knowledge and increase their understanding of all areas of science.
At the Queens’ Federation, our science curriculum is enriched through the use of cross-curricular links which make learning purposeful and relevant. We endeavor to provide regular on and off site science related experiences and provide opportunities to learn outdoors where appropriate, making learning relevant to our local area. We further supplement our curriculum with engaging science events and by utilising experts from within the local and wider community.
We view assessment as a holistic process, which takes place in every lesson through observation of, in questioning and in conversation with pupils and in the production of written outcomes. Science assessment criteria set out the key knowledge and skills that a pupil should achieve at the end of each unit of work.
At the Queens’ Federation pupils will develop a sense of excitement and curiosity about science. Our curriculum provides them with the necessary skills and knowledge to become young scientists and builds foundations for understanding the world that they can take with them once they complete their primary education. Pupil outcomes evidence a broad and balanced science curriculum and at the end of each year, pupils achieve age related expectations and retain the knowledge and skills learnt from each unit of work.
|Y1||Everyday materials. Seasonal Change.||Living things: Animals inc. humans. Seasonal Change.||Living things: Plants. Seasonal Change.|
|Y2||Plants. Uses of materials.||Materials: Investigating uses of materials. Animals: Including humans.||Living things and their habitats|
|Y3||Light and dark. Forces and magnets.||Animals: Including humans. Investigations.||Rocks and soil. Plants.|
|Y4||Living things and their habitats. Teeth and digestion.||Electricity. Sound.||Investigations. States of matter.|
|Y5||Properties and changes in materials.||Living things and their habitats. Animals: Including .||Space. Forces.|
|Y6||Light. Electricity.||Evolution and inheritance||Animals: Including humans. Living things: and their habitats|
Science at Queen Edith is very “hands on” and children are encouraged to “Work Scientifically” during each and every topic. As such they develop a variety of important skills including the ability to plan, observe and evaluate. They become accustomed to using a variety of tools and equipment and over time become adept at presenting and explaining their findings. Investigating is at the heart of Science and Queen Edith children know we value their thinking.
Science Week: 14th-18th March 2022
In Nursery, we welcomed a visit from a mummy who is a Scientist. She taught us about collecting data in Science. We were given our own scientist badge. We thought about babies growing and measuring them. Then we created our own data and we sent it to the computer by placing it in the bucket and sending it along the string. We were excited to draw our own data and watch it send to the computer. We had lots of fun!
In R1, children enjoyed dressing up like scientists, exploring floating and sinking and making their own volcanoes! They have also been observing seasonal changes and growing grass and cress seeds.
During Science Week, Year 1 had a great time learning all about air! We had a fantastic assembly where we thought about how we can get air to escape and how we can also contain air. The children really enjoyed seeing the leaf blower keeping a ball afloat.
2.1 loved learning about DNA! They found out that DNA is inside all living things and had a go at extracting DNA from strawberries. Afterwards, they learnt what DNA looks like and used gummy bears and tooth picks to make a ladder. Once they had a full ladder, they held the top and bottom rungs and gently twisted it to make a yummy gummy double helix. Thank you so much Serena, we loved learning from you!
2.1 enjoyed learning about genes, proteins and how they can cause diseases. We learnt that genes are instructions and that proteins do many things in the body, including building our muscles. We then had lots of fun building a protein called dystrophin using Lego!
3.1 had an ‘eggciting’ few days over Science Week! We had amazing scientists come in and show us some wonders. There was magnetic slime and floating eggs involved! We learned that to be a good scientist we have to keep wondering about the world and the things in it.
Year 3 learnt about digestion, and “digested” some food by mixing and squishing it together. Some of it was quite yucky, but the activity was great fun!
In 4.1 we have been enjoying Science Week with Laura, Specialist Pancreatic Dietician. We saw for ourselves how the digestive system works. We mushed food and water in a pot to see how saliva helps to break down food in our mouths. We used a plastic tube for the oesophagus and pushed it a bit to see what peristalsis looks like. We used a bigger bag for the stomach. We added an acidic juice to act as the stomach acid and saw how the foods broke down further. A pair of tights made for a wonderful intestine and we squeezed this too extract the lasts bits of water. In the end – we made poo!
Rachel and Marion, two incredible Senior Chemists from Johnson Matthey, visited 4.1 and helped us understand magnetism. We compared different magnets and learned about different metals. We saw how magnetic slime can be made with iron power. We explored some really powerful magnets, which we could barely pull apart – and yes – we got very sticky and messy!
Year 5 had a really exciting Science Week. We were enormously grateful to welcome 3 guest Scientists in class, who came to teach us about their expertise. In each session, we did something hands-on; learning about antibodies and magnetic materials amongst other things. A HUGE thank you to our visitors!
Year 6 had such a fabulous Science Week, where we had many visitors and were able to have some additional exciting hands-on sessions.
We started off with a wonderful welcome assembly where we learned about Scientists, where they work and what they might do. Due to this year’s theme being growth, we also pretended to be bacteria to group ourselves using smell and no sound before multiplying just like bacteria do!
On Tuesday, we had a visit from Madeline who taught us about brains. We were able to have a go at adding vitamins, minerals, amino acids and lipids (coloured solutions) to the ball of cells (jelly brains) and watch it change just like when the scientists make brain tissue in the lab! After that, we injected dyes into jelly brains to see cells, before dissecting them and revealing colourful streaks of labelled cells.
Ms Mottaz then gave a Y6 assembly on states of matter and we saw dry ice and how experimentation and hypothesising works.
On Friday (Red Nose Day) we finished our week with visitors Rachel, Torsten and Marion who asked us to work out if their cornflour slime mix was a solid or a liquid. We had great fun punching and jumping in their mix and learned that it is a dilatant or shear-thickening fluid. It helped us to work out what to do if we were ever in quicksand!
When Jeena visited us, we learned about DNA and our bodies. We were able to carry out an experiment and extract it from kiwi fruit ourselves – it was incredible to see this in the test tube right in front of our eyes.
We had an amazing Science Week – thank you to everyone who came and shared their love of Science with us!
In addition to practical tasks and investigations, children across the school also record their Science learning in a variety of ways:
The Enormous Turnip
Reception children love exploring the world around them. We have been finding out about where our food grows and whether it grows above or under the ground. What a great link to our story, “The Enormous Turnip”.
Using Our Senses
In Year 1, we have been exploring our different senses. The children used their sense of touch to guess what was hidden in the box.
Year 2 have been learning about the different parts of a plant and which parts can be eaten. They have been finding out about where new plants come from and they have also enjoyed dissecting fruits and comparing the seeds.
As part of their Light and Dark science topic, Year 3 investigated which materials would make good shadow puppets. Having decided that black card was the best, they made their own puppet of a character from a Greek myth.
Skeletons – January 2022
In our Amazing Animals science topic, we have been looking at skeletons of humans and animals. There are two types of skeleton, endoskeletons like ours which are made of bones inside the body, and exoskeletons like a crabs, which is made of chitin on the outside of the body. Animals can also be divided into vertebrates, with a backbone, and invertebrates, which do not have one. We sorted some animal pictures into vertebrates and invertebrates, and also wrote an Endoskeleton vs Exoskeleton comparison.
Believe it or not – this is our representation of the water cycle! The sun is clearly beating down on the sea and causing evaporation. This water vapour is gathering in the clouds, cooling and condensing back into water droplets. We also have a grey rain cloud and precipitation follows. The water collects again and so the cycle continues. Try asking your children what evaporation, condensation and precipitation are exactly. I hope they can answer you!
In Year 4, we have been exploring how sound travels. We discovered that the tighter the string, the clearer the sound. We thought the vibrations could travel more effectively than on a baggy string. Shorter strings were also better than very long strings. Our final exciting discovery was that if the string touched a door or wall along the way, the sound would be come much quieter. We decided that some of the sound and strength of vibration was absorbed by anything that got in the way!. Thank goodness for mobile phones!
Our Solar System
Year 5 have enjoyed finding out about the relative sizes of the planets in the Solar System.
They have also investigated the seasons using a globe and torch.
Reproduction of Plants
Year 5 have been learning about the asexual reproduction of plants. We investigated by having a close look at some houseplant cuttings at various stages of their life cycle. We compared this type of vegetative reproduction to others, such as when we leave potatoes in the cupboard too long and they start to shoot. We were fascinated to observe some of our houseplant cuttings had grown roots as they were water propagated. We were intrigued to find out that all of the cuttings turn into plants that are genetically identical to their mother plant! Our favourite houseplant was the Wandering Dude, mostly because the name made us chuckle!
Year 5 are dissecting lilies this week, to see if we can identify the male and female gametes that play an important role in sexual reproduction in flowering plants. Can you spot them in the photographs?
In Science, we’ve been learning about adaptations of plants so we went outside to carry out a plant survey. We looked carefully across a variety of habitats for different types of plants to begin to understand how these can also adapt.
Year 6 took advantage of our lovely field space in Science recently. We’re studying plants and looking for key observable characteristics. We each chose the most interesting leaf we could find and then took it indoors to discuss. We then created a branch diagram to help us work out what sort of leaf it was!