Rosary Catholic Primary School

Rosary Catholic Primary School
Rosary Catholic Primary School

“Very exciting... you have fun here!”
- Alejandro

“We respect each other like a family”
- Megan

“Coming here will give you a good education ..it is an amazing school”
- Charlotte

“The Rosary School is a fantastic place... It's a peaceful paradise for learning”
- Laurance

“When I joined in Y1 everyone was accepting and made me feel welcome”
- Abraham

“I don't want to leave because of the great memories I have made here”
- Hannah

“Everyone treats each other like an equal”
- Grace

“We are like one big family, who achieve the best!”
- Toby

“..you achieve high levels and get lots of support”
- Findlay

Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School

 

 

Science

Science is a core subject of the National Curriculum. Teaching and learning at the Rosary school will both cover and enrich the statutory requirements:-

  • ·         Working scientifically
  • ·         Biology (plants, animals including humans, seasonal changes, living things and their habitats, evolution and inheritance)
  • ·         Chemistry (everyday materials, seasonal changes, states of matter, rocks)
  • ·         Physics (light, sound, forces and magnets, electricity, seasonal changes, earth and space)

 Our aim is to encourage pupils to explore and work scientifically; developing scientific knowledge and understanding through practical ‘hands on’ experiences and enquiry. 

Please scroll down to find curriculum details for each year group.

 

KS1 and  KS2 National Curriculum 2014                     Working scientifically

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  1. asking simple questions and recognising that they can be answered in different ways
  2. observing closely, using simple equipment
  3. performing simple tests
  4. identifying and classifying
  5. using their observations and ideas to suggest answers to questions
  6. gathering and recording data to help in answering questions.

 

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations 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 conclusions
  • 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.

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • 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 predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal 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.

KS1 and  KS2 National Curriculum 2014  Programmes of Study

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

POS

Pupils should be taught to:

 

Plants

 

 Y1

identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

 

identify and describe the basic structure of a variety of common flowering plants, including trees.

 

 

 Y2

observe and describe how seeds and bulbs grow into mature plants

 

find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

 

 Y3

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

 

explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

 

investigate the way in which water is transported within plants

 

explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

 

 

 

 

 

Animals, including humans

 

 Y1

identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

 

identify and name a variety of common animals that are carnivores, herbivores and omnivores

 

describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

 

identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

 

 Y2

notice that animals, including humans, have offspring which grow into adults

 

find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

 

describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

 

Y3 

identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

 

identify that humans and some animals have skeletons and muscles for support, protection and movement.

 

 Y4

describe the simple functions of the basic parts of the digestive system in humans

 

identify the different types of teeth in humans and their simple functions

 

construct and interpret a variety of food chains, identifying producers, predators and prey.

 

Y5 

describe the changes as humans develop from  to old age.

 

 Y6

identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood

 

recognise the impact of diet, exercise, drugs and lifestyle on  the way their bodies function

 

describe the ways in which nutrients and water are transported within animals, including humans.

 

Seasonal changes

 

 Y1

observe changes across the four seasons

 

observe and describe weather associated with the seasons and how day length varies.

 

 

 

 

 

 

living things and their habitats

 

 

 

 Y2

explore and compare the differences between things that are living, dead, and things 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.

 

 

 

 Y4

recognise that living things can be grouped in a variety of ways

 

explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

 

recognise that environments can change and that this can sometimes pose dangers to living things.

Y5 

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.

 Y6

describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

 

give reasons for classifying plants and animals based on specific characteristics.

 

Evolution and inheritance

 

 

 

 

 

 

 Y6

recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

 

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

 

identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

 

Everyday materials

 

 Y1

distinguish between an object and the material from which it is made

 

identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

 

describe the simple physical properties of a variety of everyday materials

 

compare and group together a variety of everyday materials on the basis of their simple physical properties

 

 Y2

Uses of everyday materials

 

identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

 

find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

 

 

 

 

States of matter

 

 

 

 

 Y4

compare and group materials together, according to whether they are solids, liquids or gases

 

observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

 

identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

 

 

Properties and changes of materials

 

 

 

 

 

 Y5

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

 

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, including through filtering, sieving and evaporating

 

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

 

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, including changes associated with burning and the action of acid on bicarbonate of soda.

 

 

Rocks

 

 

 

 Y3

compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

 

describe in simple terms how fossils are formed when things that have lived are trapped within rock

 

recognise that soils are made from rocks and organic matter

.

 

 

 

Light

 

 

 

 

 Y3

recognise that they need light in order to see things and that dark is the absence of light

 

notice that light is reflected from surfaces

 

recognise that light from the sun can be dangerous and that there are ways to protect their eyes

 

recognise that shadows are formed when the light from a light source is blocked by a solid object

 

find patterns in the way that the size of shadows change.

 

 

Y6 

recognise that light appears to travel in straight lines

 

use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

 

explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

 

use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

 

Sound

 

 

 

 

 

 Y4

identify how sounds are made, associating some of them with something vibrating

 

recognise that vibrations from sounds travel through a medium to the ear

 

find patterns between the pitch of a sound and features of the object that produced it

 

find patterns between the volume of a sound and the strength of the vibrations that produced it

 

recognise that sounds get fainter as the distance from the sound source increases.

 

 

 

Forces and magnets

 

 

 

 Y3

compare how things move on different surfaces

 

notice that some forces need contact between two objects, but magnetic forces can act at a distance

 

observe how magnets attract or repel each other and attract some materials and not others

 

compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

 

describe magnets as having two poles

 

predict whether two magnets will attract or repel each other, depending on which poles are facing.

 

 

 Y5

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

 

Electricity

 

 

 

 

 Y4

identify common appliances that run on electricity

 

construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

 

identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

 

recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

 

recognise some common conductors and insulators, and associate metals with being good conductors.

 

Y6 

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

 

compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

 

use recognised symbols when representing a simple circuit in a diagram.

 

Earth and space

 

 

 

 

 

 Y5

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.