“The important thing is to never stop questioning”

-Albert Einstein.

 

 

Welcome to Science at Kingsley! 

 

Last year, Kingsley brought in new concepts and ideas to improve our delivery of science across the school. Our first step (and the most important step), putting science back into the hearts of our children.  

Our aim is to ensure all children have the opportunity to learn through doing. Science at Kingsley is hands on, interactive and thought-provoking. As teachers, we aim to allow children to lead learning as often as possible, allowing the children to generate questions and discussions, which then leads them on to further learning. 

During the 2018-19 school year, Kingsley took part in a BUBBLES themed science week in July. Across the school children played, made, investigated, enquired and redesigned al things bubbles! We also were lucky enough to have the Wonderdome Company come to our school with their planetarium for our children to experience space! Not only that, we also had real scientists perform a bubbles show for our younger children – they loved every second! 

Please take your time and look through our page and keep an eye out for any updates. 

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Key Skills

Science National Curriulum

Here is our comprehensive curriculum map:

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Key Skills
Year 1 Super Scientists!

 

Animals, including humans (Body parts/senses) Seasonal changes Everyday materials

 

Animals, including humans (light,

Seasonal changes)

Plants ·         Ask simple questions and recognising that they can be answered in different ways.

·         Observe closely, using simple equipment.

·         Perform simple tests

·         Identify and classify

·         Using their observations and ideas to suggest answers to questions.

·         Gather and record data to help answer questions.

Year 2 Animals, including humans Super Scientists! Living things and habitats Everyday materials

 

Living things and habitats Plants ·         Explore and compare differences between things that are living, dead and thing that have never been alive.

·         Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.

·         Identify and name a variety of plants and animals in their habitats, including micro-habitats.

·         Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Year 3 Animals, including humans Light Super Scientists! Forces and Magnets Rocks Plants ·         Asking relevant questions and using different types of scientific enquiries to answer them.

·         Setting up simple practical investigations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.

·         Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.

·         Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.

·         Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusion.

·         Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

·         Identifying differences, similarities or changes related to simple scientific ideas and processes.

·         Using straightforward scientific evidence to answer questions or to support their findings.

Year 4 Sound Electricity States of matter Super Scientists Animals, including humans Living things and habitats ·         Asking relevant questions and using different types of scientific enquiries to answer them.

·         Setting up simple practical investigations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.

·         Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.

·         Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.

·         Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusion.

·         Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

·         Identifying differences, similarities or changes related to simple scientific ideas and processes.

·         Using straightforward scientific evidence to answer questions or to support their findings.

Year 5 Earth and Space Forces Living things and habitats Animals, including humans Super Scientists Properties and changes of Materials ·         Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

·         Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

·         Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

·         Using test results to make predications to set up further comparative and fair tests.

·         Reporting and presenting findings from enquiries, including conclusions, casual relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

·         Identifying scientific evidence that has been used to support or refute ideas or arguments.

Year 6

 

Light Electricity Animals, including humans Living things and habitats Evolution and Inheritance Super Scientists! ·         Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

·         Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

·         Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

·         Using test results to make predications to set up further comparative and fair tests.

·         Reporting and presenting findings from enquiries, including conclusions, casual relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

·         Identifying scientific evidence that has been used to support or refute ideas or arguments.