St Peter’s Academy Vision Statement
At St Peter’s Academy, Alton our vision is to engage the natural curiosity of our pupils, to ignite a passion for exploring and discovering the world around them with confidence, so that they have a deeper understanding of the world we live in.
We believe in a hands on approach to science with exciting practical, explorative and investigative lessons at the heart of our curriculum.
Through this type of learning we aim to foster a thirst for knowledge and confident life-long learners.
Science Curriculum Intent, Implementation and Impact Statement
Science Statement of Intent
We recognise the importance of science in every aspect of daily life. As one of the core subjects, we give the teaching of science the prominence it requires. We aim to equip pupils with knowledge, skills and understanding and to encourage children to be inquisitive throughout their time at St Peter's. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group. We will ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, building arguments and explaining concepts confidently. We will encourage them to continue asking questions and to be curious about the world around them.
Science Statement of Implementation
Early Years Foundation Stage
In the Foundation Stage, children are taught Science through the key area of learning set out within the EYFS Statutory Framework.
Through a broad range of teacher-led, child-initiated and continuous learning opportunities, children will be taught to:
. Use their senses to investigate a range of objects and materials
. Find out about, identify and observe the different features of living things, objects and worldly events
. Look closely at similarities, differences, patterns and change
. Ask questions about why things happen and why things work
. Develop their communication and co-operation skills
. Talk about their findings, sometimes recording them
. Identify and find out about features of the place they live and in the natural world around them
Key Stage 1 and Lower Key Stage 2
In Key Stage 1 and Lower Key Stage 2 Science is taught by the Science Co-ordinator. This ensures that the quality of Science teaching throughout these Key Stages remains consistent. Science is taught every week for 2 hours with additional sessions being taught where and when possible.
Science is taught in planned and arranged blocks. This is a strategy to enable the achievement of a greater depth of knowledge. Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers.
The heart of Science teaching at St Peter's is our commitment to practical, explorative and investigative learning. We believe in a hands-on approach where children learn by doing it for themselves. This approach encourages our children to build resilience and become creative, critical thinkers.
Our teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide opportunities for guided and independent practice.
Regular events, such as Science Week, Science Fairs, project days or ‘Wow Days,’ allow all pupils to come off timetable, to provide broader provision and the acquisition and application of knowledge and skills.
The successful approach at St Peter's results in a fun, engaging, high-quality science education that provides children with the foundations and knowledge for understanding the world. Our children love Science!
Children will know more, remember more and understand more about the curriculum. Children retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.
All children will have:
. A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills
. A richer vocabulary which will enable them to articulate their understanding of taught concepts
. Confidence and a love of learning for all things science
Please click on each year group for further information:
Science Programmes of Study
Please also see our Knowledge Mats - click here
Key Stage 1
Year A 2019/20
Year B 2020/21
Key Stage 2
Year A 2019/20
Year B 2020/21
Rubber or not rubber - We explored a range of objects. We discussed what the objects were and how this was different to what they were made from. We sorted the objects into rubber and not rubber. We realised there was a third group because some of the objects were made from rubber and another material so we sorted them into a venn diagram. We discussed why objects were made from particular materials.
We decided that rubber was flexible, waterproof, stretchy, strong and that it floats. We investigated our ideas and found out that our predictions about rubber were correct.
Bounciest ball - We investigated which ball was the bounciest. We discussed how to make our test fair by dropping the ball from the same height and with the same force and dropping it onto the same surface. Most of us predicted the large rubber ball would be the bounciest.
“I think the large rubber ball will be the bounciest because it is a bit squidgy and the ball will hit the surface and bounce up quickly. It is full of air and the air will help it be bouncy.”
We were surprised how bouncy the golf ball was.
“I think the golf ball is bouncy because it is hard on the outside but I think it is rubber inside. I’m not really sure though so I might have to google it.”
We continued our investigation into bouncy balls, but this time we investigated the bounciest surface. We chose one ball to make our test fair. Bouncing our balls on wood, carpet, rubber, cardboard and cushions was good fun. We made sure we dropped the balls from the same height each time. We measured how many cm each ball bounced to.
Humpty Dumpty Experiment - Class 2 have been learning about materials. They predicted if Humpty Dumpty would survive a fall if he was surrounded by particular materials. We surrounded Humpty in feathers, cotton wool, marbles, baking beans and bubble wrap.We made sure our test was fair by dropping Humpty onto the same surface, with the same force and from the same height. Our results showed that Humpty was protected when he was dropped in cotton wool and bubble wrap.
The children wrote conclusions:
“The cotton wool is soft and the bubble wrap helped him because there are bubbles of air in the bubble wrap.”
“The bubble wrap had air in it and when Humpty fell on it he didn’t break because the air in the bubble wrap made him bounce softly.”
“The feathers didn’t protect him because they were soft but thin and there were gaps for the egg to fall through.”
“Cotton wool is soft and protective. If it was thin cotton wool it wouldn’t protect but the cotton wool was thick so it protected the egg.”
“The bubble wrap had air inside and air floats so the floating egg cushioned the egg.”
Materials - We examined a range of fabrics. We discussed our ideas about the fabrics in our groups. We thought about what each fabric might have been used for. We focussed on elasticity and ordered our fabrics from most stretchy to least stretchy.
Habitats - In Class 1, we have been talking about habitats; where animals live. We explored a range of natural objects and made habitats for the woodland animals in the Percy the Park Keeper stories that we have been reading during Literacy.
Nutrition - Chartwells, our school meals provider, visited us to talk about having a healthy gut.We learnt about digestion and the different kinds of bacteria in our bodies. We tried some foods like beans and natural yoghurt. We even made our own sauerkraut!
Skeleton Keith came to visit Class 3. We made skeletons out of pipe cleaners to investigate what would happen if our bones were bendy.