Year 5

Year 6

Year 7

Year 8

Working Scientifically skills

Naming and using equipment.

Safely using a Bunsen burner.

Planning an experiment.

Taking measurements.

Recording data in tables.

Using scientific evidence to support or refute ideas.

Using a broader range of equipment.

Independently using a Bunsen burner.

Planning an experiment including variables.

Drawing accurate results tables.

Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility.

Evaluate risks.

Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety.

Make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements.

Apply sampling techniques.

Understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature.

Mathematical skills

Drawing simple bar graphs to display discontinuous data.

Interpreting line graphs.

Using a range of measurements (mm,cm,km; g,kg).

Drawing bar graphs independently.

Drawing line graphs.

Using an increased range of measurements.

Apply mathematical concepts and calculate results.

Present observations and data using appropriate methods, including tables and graphs.

Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions.

Identify further questions arising from their results.

Present reasoned explanations, including explaining data in relation to predictions and hypotheses

Conversion of units

Using and rearranging equations (such as speed, distance, time).

Use and derive simple equations and carry out appropriate calculations

Undertake basic data analysis.

Evaluate data, showing awareness of potential sources of random and systematic error.

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Knowledge:

Knowledge associated with practical skills, for example naming equipment and understanding variables

Skills:

Using equipment.

Planning experiments.

Writing methods.

Recording results.

Drawing graphs.

Vocabulary: equipment, variables, independent, dependent, control, method, evaluate, analyse.

Knowledge:

describe the movement of the Earth and other planets relative to the sun in the solar system.

describe the movement of the moon relative to the Earth.

describe the sun, Earth and moon as approximately spherical bodies.

use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Vocabulary: solar system, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, asteroids, comets, meteors, gravity, mass, weight.

Knowledge:

explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.

identify the effects of air resistance, water resistance and friction, that act between moving surfaces.

recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.

Vocabulary: contact, non-contact, friction, air resistance, upthrust, magnetism, balanced, unbalanced, Newton.

Knowledge:

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.

describe the life process of reproduction in some plants and animals.

Vocabulary: anther, stigma, pollen, ovule, petal, germination, pollination, fertilisation, amphibian, insect, mammal, pupa, larvae, life cycle.

Knowledge:

compare and group together everyday materials on the basis of their properties.

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.

use knowledge of solids, liquids and gases to decide how mixtures might be separated.

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials.

demonstrate that dissolving, mixing and changes of state are reversible changes.

explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible.

Vocabulary: waterproof, materials, plastic, wood, metal, filtering, evaporating, dissolving, solids, liquids, gases, condensing, melting, solubility, soluble, insoluble.

Knowledge:

describe the changes as humans develop to old age.

describe the changes experienced in puberty.

research the gestation periods of other animals and compare them with humans.

Vocabulary: growth, ageing, puberty, gestation, mammals, hormones, menstruation, average.

Year 5

Year 6

Year 7

Year 8

Democracy - in Science lessons, all pupils have the right to share their opinions on a variety of subjects. In Year 5, pupils debate issues such as 'Should we spend large sums of money on exploring Space?' and 'At what stage in the human life cycle are we considered to be old?'

Democracy - in Science lessons, all pupils have the right to share their opinions on a variety of subjects. In Year 6, pupils debate issues such as 'What are the advantages, and crucially the disadvantages, of electric cars?' and 'Should people who make unhealthy life choices be able to gain free medical care for issues that arise due to these choices?'

Democracy - in Science lessons, all pupils have the right to share their opinions on a variety of subjects. In Year 7, pupils debate issues such as 'Should IVF treatment be free and if so, who should have priority access?' and 'How do we solve the problems caused by combustion of fossil fuels?'

Democracy - in Science lessons, all pupils have the right to share their opinions on a variety of subjects. In Year 8, pupils debate issues such as 'Should energy content of food be displayed on menus?' and 'Should advertisement of alcoholic drinks be made illegal in the same was as tobacco products?'

Rule of Law - Rules are in place to keep everyone in society safe. In Science, the laws in the UK are consistently linked to the curriculum. In Year 5, for example, these links are made when pupils learn about the governance of the International Space Station.

Rule of Law - Rules are in place to keep everyone in society safe. In Science, the laws in the UK are consistently linked to the curriculum. In Year 6, for example, these links are made when pupils learn about the legal classification of variety of drugs.

Rule of Law - Rules are in place to keep everyone in society safe. In Science, the laws in the UK are consistently linked to the curriculum. In Year 7, for example, these links are made when pupils learn about the legal rights to IVF, and the laws in place around driving speed limits linking to stopping distances and the highway code.

Rule of Law - Rules are in place to keep everyone in society safe. In Science, the laws in the UK are consistently linked to the curriculum. In Year 8, for example, these links are made when pupils learn about gene banks and the potential for future genetic therapy.

Individual Liberty - All pupils have the right to individually express their beliefs within the law. In Science, there are many examples where ethical issues are raised as a result of scientific breakthroughs. When these moments arise during a lesson, pupils are encouraged to share their views respectfully and debate with others.

Mutual Respect and Tolerance - Pupils understand that others will have beliefs and viewpoints that they may not agree with. In Science, debates in the classroom may involve moments where pupils disagree with one another. Teachers encourage pupils to listen and respond to one another with respect and kindness.

Year 5

Year 6

Year 7

Year 8

Working Scientifically - During the early stages of this topic, pupils learn about the role of 'a scientist' and how this role is so broad and varied, particularly in the 21st Century. Pupils are asked to draw what they think a scientist looks like, which opens debate around pathways for male and female scientists, how these might be different, and why that might be.

Electricity - During this topic discussions are often had in the classroom around the jobs and opportunities that involve knowledge of complex electrical circuits. Teachers explain how electricians need to know the fundamentals of electricity (circuit symbols and circuit drawing) which links to the work pupils complete.

Cells - In this topic, pupils are introduced to the microscope for the first time. Career links can be made here; not just to microbiology, but to other fields that involve microscope work. Pupils learn and develop key skills whilst using the microscope, including scientific drawing and dexterity to produce cell samples to view under the microscope.

Light - in this topic pupils learn about the eye, lenses and how problems with vision can occur. This directly links to the role of an optometrist or ophthalmologist. Teachers make links to this in lessons, and pupils realise, for example, what their optometrist is doing when they try different lenses in front of the eye.

Earth and Space - In this topic pupils consider the job of an astronaut; what it would be like to live on the International Space Station and the training required to fulfil this role.

Health - in this topic pupils consider different organ systems within the body, and how exercise, drugs and diet impact our overall health. A homework task looks at organ donation a story of a successful heart transplant, where pupils often discuss the job of a cardiologist (as mentioned in the homework article) and what this job involves.

Reproduction - In this topic, pupils learn about the structure of sperm and egg cells, the process of fertilisation and fertility. Discussions take place in lessons over fertility scientists and reproductive medicine (including the advancement of IVF technology), what this role is and how, for example, immobile sperm cells would be spotted which would be a possible cause of infertility in men.

Variation, Classification and Evolution - In this topic, pupils learn about variation within the genome; the role of genetic scientists and the discoveries made by Watson, Crick, Franklin and Wilkins in formation of the double helix model. Pupils and teachers discuss why Rosalind Franklin's work was overlooked at the time and whether that would happen today.

Enrichment opportunities - Throughout the year, a variety of KS2 pupils are invited to take part in live Q&A talks with individuals from a range of careers. In the past, this has included talks with a female pilot at EasyJet, and a talk with a conservational biologist.

Ecosystems - This topic focuses on the interdependencies of organisms within an ecosystem. Pupils learn about basic sampling skills and the careers that can come from these simple skills. Pupils are often surprised to learn that million-pound building contracts can be won or lost over the work of ecologists, reporting on the presence of rare organisms in the area (great crested newts, for example).

Homework across KS3 include researching the work of famous scientific figures from the past. This includes Gregor Mendel, Rosalind Franklin, Dmitri Mendeleev and Antonie van Leeuwenhoek. Pupils can choose how to display this information, and feedback what they have found out to the class. Teachers attempt to make direct links between the historical work of these scientists, and how that applies to careers in STEM today.

Year 5

Year 6

Year 7

Year 8

Spiritual - pupils gain an appreciation of the scale of the universe during the Solar System topic. This topic promotes awe and wonder among pupils, shown through abstract questioning from pupils to teacher (and vice versa) in lessons.

Spiritual - Pupils gain spiritual enrichment throughout Year 6, particularly the Evolution & Inheritance topic where we discuss the origins of human life and all life on Earth. Pupils gain an appreciation of their own place in Earth's timeline.

Spiritual - Pupils gain spiritual enrichment throughout Year 7. In the Cells topic, pupils learn about the relative size of animal cells compared to whole organisms, as well as unicellular organisms and the enormous biomass that such tiny living things make up.

Spiritual - Pupils gain spiritual enrichment throughout Year 7. In the Periodic Table topic, pupils learn about the elements that make up the natural world. In Rocks & The Earth, pupils learn about the atmosphere and how this is delicately balanced to support human life.

Moral - Scientific inventions, discoveries and increased use of technology may lead to moral dilemmas with religious connotations. In the Year 5 Solar System topic, we discuss origins of the Earth (and Universe) and these questions are often raised.

Moral - Scientific inventions, discoveries and increased use of technology may lead to moral dilemmas with religious connotations. In the Year 6 topic of Healthy Living, pupils learn about the effect of exercise, diet and drugs on our health. Discussions take place over the legality of certain drugs; the promotion of unhealthy food, and the importance of exercise. Pupils may also discuss an individual's responsibility for their own health and how this impacts others.

Moral - Scientific inventions, discoveries and increased use of technology may lead to moral dilemmas with religious connotations. In the Year 7 topic of Reproduction, pupils learn about the development of IVF and how this helps those who are infertile, or those in same-sex relationships, have children. Pupils discuss the ongoing debate around the cost of this treatment and learn about how this is not freely accessible around the world.

Moral - Scientific inventions, discoveries and increased use of technology may lead to moral dilemmas with religious connotations. In Year 8, pupils learn about how increased industrial combustion lead to the almost-extinction of certain species. Pupils discuss the impact of human activity on the world around us in Rocks & The Earth, and learn about the carbon cycle, particularly how humans activity is causing an imbalance to this cycle.

Social - Several topics, particularly the Working Scientifically and Properties of Materials topic, involve group work which develop social skills. In the Working Scientifically topic we discuss some important scientific inventions and their impact on people's lives.

Social - Several topics, particularly the Working Scientifically, involve group practical work which develops social skills. In the Electricity topic, pupils work on a group presentation promoting the use of electric cars and evaluating their place in 21st Century society.

Social - Several topics, particularly the Reactivity topic, involve practical work where working as a group is vital to completing an investigation. In the Energy & Electricity topic, pupils work in groups to discuss the different types of renewable energy sources and how these are being implemented in today's world.

Social - Several topics, particularly the Light and Periodic Table topic, involve practical work where working as a group is vital to completing an investigation. Pupils use technology such as iPads and kindles to work in small groups to research a variety of areas linked to the national curriculum, such as elements on the Periodic Table and the impact of a poor diet on health.

Cultural - We discuss scientific discoveries as a celebration of culture; the link between British history and famous scientific figures (such as Robert Bunsen) and the cultural developments that have taken place as a result of scientific ones.

Cultural - We discuss scientific discoveries as a celebration of culture; the link between British history and famous scientific figures (such as Rosalind Franklin, and her struggle to be recognised as female scientist in the 1950s) and the cultural developments that have taken place as a result of scientific ones.

Cultural - Pupils discuss scientific discoveries as a celebration of culture; the link between British history and famous scientific discoveries. We discuss the impact that some discoveries have on culture; such as renewable energy sources and IVF, and how these discoveries have driven cultural change.

Cultural - Pupils discuss scientific discoveries as a celebration of culture; the link between British history and famous scientific discoveries. We discuss the early Periodic Table formed by Dmitri Mendeleev, and theories of the atom developed by scientists from the UK and abroad. Building from work in Year 6, pupils learn about the work of Rosalind Franklin, Charles Darwin and Alfred Wallace, and how their breakthroughs in Biology lead to culture changes in how we perceive the world around us.