Science
Our Values in Science
Collaboration | Respect |
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Aspirations | Positivity |
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Intent – What do we want to deliver
Our intent is to ensure that we provide all the children with a science curriculum which is aspirational, engaging and ultimately bespoke to meet the needs of the children in our care. As well as a curriculum which is evolving and reacting to the needs of our society.
Science teaching at our school aims to all give children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them think scientifically, to gain an understanding of scientific processes and also to understand the uses and implications of Science, today, and for the future.
Why Science?
The teaching and learning in science at Market Drayton Junior School aims to arouse curiosity, challenge the children’s thinking and encourage the realisation that the pursuit of scientific endeavours can bring enormous future potential, both personally and professionally.
The science curriculum offers opportunities to experience the wonders of science at first hand through assemblies which showcase the marvels of experimental science and practical “hands on” workshops.
British Science Week is celebrated throughout the school, with children collaborating in mixed aged classes to investigate, create and experiment in a celebration of science.
In our school, we endorse those natural scientific links with other curriculum areas such as technology, engineering, art and mathematics (STEAM) to develop those collective skills which underpin these subjects. We have been fortunate to have benefitted from presentations from visiting STEM Ambassadors who have highlighted the life opportunities and careers which can be forged through and by a passion for science.
Science Ambassadors are appointed from each class to support the science lead and help collaborate in delivering science events across the school.
Beyond the classroom, after school science clubs enable those children who wish to, to continue scientific pursuits in a stimulating and inspiring environment.
The children at Market Drayton Junior School engage with and gain enjoyment from all things science. So, Why science? Why not?
Working with McDonald's to open first-ever net-zero branch
A new McDonalds restaurant opened in Market Drayton in December 2021, the first 'net-zero' carbon emission branch to open in the country. This landmark development has put Market Drayton on the map and we're very excited to share that some of our school's Eco-Warriors were involved in the designing of a biodiversity garden and nature trail as part of the development. This will collect rainwater from the car park and provide a habitat for wildlife.
See the video links below which feature the very charming Roman Kemp! The video tells the story behind the building of the new restaurant and our school's involvement, which aligns perfectly with our Eco-School status.
McDonald’s opens its first-ever net-zero branch
In Science we want children to:
Implementation - How do we deliver the Science Curriculum?
Planning for Science is based upon a rolling programme of Science units which ensure that topics are re-visited, prior knowledge and vocabulary, are built upon and the application of scientific skills, such as investigation, written and verbal communication, recording and concluding are enhanced, as the children progress.
Where appropriate the teaching of our Science is linked to other curriculum areas.
Science Learning Pathway
Progression from Nursery to Year 6
At Market Drayton Junior School we will cover the following areas:
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Autumn
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Y3 | Forces & Magnets Sorting and grouping materials, poles attract and repel
Earth & Rocks Different types/properties, fossils, properties of soil | Animals, including humans Nutrition, skeleton, muscles
Light Shadows, protection, darkness | Plants Labelling plants, what plants need, water system, life cycles, pollination/seed formation/seed dispersal
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Y4 | Animals, including humans Digestion and teeth
Sound vibration
| States of matter Changing states Solids/liquids/gases Evaporation and condensation
Chicks Animals, including humans | Living things and their habitats Grouping in a variety of ways, classification keys, food chains, environment changes and the dangers to living things.
Electricity Conductors, insulators, circuits |
Y5 | Forces Gravity, water/air resistance, friction. Mechanisms helping smaller forces have a bigger effect: levers, pulleys and gears
Earth and Space Solar system, moon, day and night | Living things and their habitats Differences of: mammals, amphibians, insects, birds. Life processes and reproduction of some plants and animals
Animals, including humans Describe changes as humans develop in to old age. | Properties and changes of materials Use of everyday materials, displaying and recovering, filtering/sieving/evaporating. Sorting for: hardness, solubility, transparency, conductivity (electric & thermal) and responses to magnets. Ir/reversible changes, how some changes result in a new material |
Y6 |
Animals, including humans Impact of exercise/drugs/lifestyle. Circulatory system. Nutrients &water transported within animals
Light Travels in straight lines, objects reflect light to eyes, shadows | Living things and their habitats Grouping microorganisms, plants and animals. Reasons for classification including specific characteristics
Evolution and Inheritance Adapting for environment, fossils, off-springs are not identical to parents | Electricity Voltage of cells impacting brightness, recognising symbols, variations in how components function |
Biology
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Chemistry |
Physics |
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Vocabulary in Science
Special Education Needs in Science
How do we ensure all children can access science lessons?
Our science planning is designed to ensure that all children are able to access lessons and are enthusiastic learners. We focus on a range of topics including plants, animals, materials, light, electricity and forces. Our lessons are planned to be suitably differentiated so that all children have the same experiences but they are tailored to their individual needs. We focus on how best the lessons can be structured to allow the children to achieve their potential whilst building up confidence and a continued love of science. For those children with complex additional needs, a suitably differentiated plan is developed with support, in some instances, by external agencies to ensure that we are providing them with the best opportunities to develop their skills and understanding of science. All children are given the opportunity to partake in experiments and learning experiences to enhance their understanding as well as having the opportunity to be involved in whole school science assemblies, attend after school science clubs with Fizz Pop Science and fully participate in the school’s annual Science Week. Throughout our school we adapt our environment to suit the needs of our children with resources such as coloured writing books, adapted pens and pencils and a range of hands-on practical resources such as vocabulary mats, knowledge organisers and models of the skeleton etc.
As a school we strive to support fully the teaching of science and to develop the children’s learning to allow each and every child to maximise their own individual potential.
Impact - how do we measure the impact of our science curriculum?
Impact of the curriculum is based upon work completed in class; participation in discussions and completion of an entrance and exit card for each unit of work, which helps to ascertain the level of progress made. In addition, observations which demonstrate the children’s ability to plan, predict and conclude investigations.
Not only do we want children to acquire the appropriate age related knowledge linked to the Science curriculum, but also to embrace and nurture a love of Science which has been fostered within school, to encourage a strong sense of curiosity, enquiry and ambition within the children for today and as they continue through their academic journey and potential future job prospects.
Subject | How Science may be linked to other areas of the curriculum |
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| English | In Y5 the children write a biography of Chris Hadfield who wrote Dark is Dark. The first Canadian to walk in space and also to be a commander on the International Space Centre. Peter’s Place is a text which covers environmental damage and is a stimulus for newspapers report writing in Y4. The children research and present their findings about digestion also in Y4 and from an ecological perspective write a letter describing the fragility of the earth and how we can protect and preserve it for the future. Y6 write non- chronological reports about the effect of exercise, smoking and diet. |
Maths | As with all subjects, cross curricular links are celebrated. In science data handling is used to illustrate the results and findings from our investigations and to help draw conclusions. This takes the form of bar charts in Y3 and line graphs in Y6 to illustrate the effect of exercise on the body. Cross-curricular links are always planned to ensure that they are commensurate with the children’s skills levels in those subjects. |
History | Historical figures: During British Science Week, the children have the opportunity to research historical scientific figures such as Mary Anning, Galileo, Isaac Newton and Marie Curie. As part of the theme of Growth for British Science Week children can research the growth of technology and correlate it not only with the centenary of the BBC but also the Platinum Jubilee of HRH Queen Elizabeth. |
Geography | Places: Geography gives us an excellent opportunity to look at habitats and different places around the world. The children use the school grounds looking for habitats, developing skills such as pond dipping to make observations. Children act as plant detectives to identify a variety of plants within the school locality, explaining the reason for their locations. Eco Schools: This teaches us all of the morals about our environment and how we need to look after it for future generations, including a focus of avoidance of single use plastic and unnecessary waste. |
Art | Colour: Exploring colour mixing is an early application of science to see what happens when we combine colours and how textures may change if we add something to paint. Observational skills: In Y5 children look at Earth Rise by NASA and Starry Night by Van Gogh and make comparisons using scientific language. Modelling: When children work with modelling materials, such as clay, this links in with materials and early discussions about whether this is reversible or not. |
Design Technology | Cookery: Cookery links well to reversible and irreversible changes. Exploring a range of foods also allows the children to have discussions about healthy eating and balanced diets. Construction: When children are making constructions, they are applying some of their knowledge about materials, combining materials and the strength of materials such as viewing platform in Y3 linked to the text – Seal Surfer. In Y6 the children create fairground rides which involves electrical circuitry. In Y5 children identify suitable materials to construct a shelter for a bird watcher. |
PE | Warm up: In warm ups in P.E., the teachers will regularly talk about why we need to warm up. Exercise: When exercising, this is an excellent opportunity for staff to talk to the children about what is happening to their bodies when they exercise, e.g. the heart beating faster and breathing speeding up. This again links with Science in Y6 and the affect upon the body after exercise. |
PSHERSHE | RSHE: As part of learning about ourselves, the children learn the names of the body parts. Children also study stages of human development in Y5. Health: The health aspect of PSHE overlaps with learning about our bodies, how to keep them healthy and making healthy choices. Economic: STEM Ambassadors share their aspirational career choices with children to show how vocational options can led to employment opportunities. |