Bangabandhu

Our Science Curriculum

Article 29: education should teach children to respect their natural environment. Education must teach children to live responsibly and encourage the child’s respect for the environment.

Essential Characteristic of Scientists. Our goal is for our children to become scientists. Scientists must have:  

Fundamental Foundations 

We believe that for children to secure greater depth, it is important that they first have solid fundamental foundations. Fundamental foundations should not be rushed and so the notion of ‘rapid progress’ must be dismissed. Instead the goal of repetition should be seen as both useful and necessary.  This is why you will see us returning regularly to science knowledge and concepts.

Cognitive Domains – Degrees of Understanding  

We refer to three degrees of understanding and thinking - ‘Basic’, ‘Advancing’ and ‘Deep’.  

BASIC – Low level cognitive demand. Involves acquisition of fundamental foundations.  

ADVANCING – Higher level cognitive demands beyond recall. Requires application involving some degree of decision making in how to apply fundamental foundations.  

DEEP – Cognitive demand involves non-standard, non-routine, inter-connected, multi-step thinking in problems with more than one possible solution. Requires reasoning and justification for the inventive application of fundamental foundations.  

Time scales for progression through the cognitive domains -

Milestone 1 – Y1 & Y2 

Milestone 2 – Y3 & Y4 

Milestone 3 – Y5 & Y6  

Each milestone should be seen as containing two phases. In the first phase, pupils should repeat the content a sufficient number of times to secure fundamental foundations; in the second phase, they should apply the foundations in order to reach the ‘expected’ standard. If they reach this before the end of the second phase, they should move on to tasks that will secure greater depth. Thus, progress through the cognitive domains take two years.  

It is expected that by the end of Year 1, pupils should be able to complete the BASIC tasks to secure fundamental foundations and by the end of Year 2, the ADVANCING tasks. It is also reasonable that a number of children may move on to the DEEP activities if they secure an early understanding of advancing.  

Deep Y2 Deep Y2 Advancing Y6 Advancing Y6 

Milestone 1 

Y1 & Y2 

Milestone 2 

Y3 & Y4 

Milestone 3 

Y5 & Y6 

Beginning 

Y1 

Advancing 

Y2 

Deep 

Y2 

Beginning 

Y3 

Advancing 

Y4 

Deep 

Y4 

Beginning 

Y5 

Advancing 

Y6 

Deep 

Y6 

Page 144 of the Primary National Curriculum 2014 states: 

‘While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progress: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.’ 

We believe that it is therefore extremely important to secure the fundamental foundations before trying to secure greater depth.  

Curriculum Breadth, Depth &  Progression Principles 

We have carefully planned our curriculum to ensure progression as well as breadth and depth.  These are the principles we have adhered to: 

Curriculum Content

Across all year groups, pupils will gain the knowledge and skills with each area of science through a predominantly ‘working scientifically’ approach.

Key Stage 1 – Milestone 1: These areas of Science are taught in Key Stage 1 in order that there is full coverage of the National Curriculum.  

Biology Chemistry Physics

Plants

Identify, classify and describe their basic structure.

Observe and describe growth and conditions for growth.

Habitats

Look at the suitability of environments and at food chains.

 

Animals and Humans

Identify, classify and observe.

Look at growth, basic needs, exercise, food and hygiene.

Materials

Identify, name, describe, classify and compare properties and changes.

Look at the practical uses of everyday materials.

Forces

Describe basic movements

 

Earth and Space

Observe seasonal changes 

Key Stage 2 – Milestones 2 & 3: These areas of Science are taught in Key Stage 2 in order that there is full coverage of the National Curriculum.  

Biology Chemistry Physics

Plants

Habitats

Animals and humans

Living things 

Evolution and inheritance 

Materials

States of matter 

Rocks and soils 

Forces

Light 

Sound 

Electricity 

Magnets 

Earth and space 

Building a Science Schema at Bangabandhu

Our pupils will form a a science schema* by:

*Schema – A subject schema is a way of organising knowledge in a meaningful way; it is an appreciation of how facts are connected and they ways in which they are connected. A schema is distinct from information, which is just isolated facts that have no organisational basis or links.  

The Science Threshold Concept (Working Scientifically) Broken into Milestones - Progression Through Key Stages

The one threshold concept is Working Scientifically  

Working Scientifically Progression through the 3 Milestones 

Working

Scientifically

Milestone 1  Milestone 2 Milestone 3
This concept involves:

Asking simple questions.

 

Observing closely, using simple equipment. 

 

Performing simple tests.

 

Identifying and classifying.

 

Using observations and ideas to suggest answers to questions.

 

Gathering and recording data to help in answering questions.

Asking relevant questions.

 

Setting up simple, practical enquiries and comparative and fair tests.

 

Making accurate measurements using standard units, using a range of equipment, e.g. 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, bar charts and tables.

 

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

 

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

 

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

Planning enquiries, including recognising and controlling variables where necessary.

 

Using appropriate techniques, apparatus, and materials during fieldwork and laboratory work.

 

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision.

 

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

 

Reporting findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions.

 

Presenting findings in written form, displays and other presentations.

 

Using simple models to describe scientific ideas, identifying scientific evidence that has been used to support or refute ideas or arguments.

Curriculum Breadth Maps (topics) - Intent

Click here to see our KS1 & Key Stage 2 Curriculum Progression document which demonstrates how all the areas of Science are regularly revisited.  

Milestone 1 - Year 1 Knowledge Map (our intent)

Milestone 1 - Year 2 Knowledge Map (our intent)

Milestone 2 - Year 3 Knowledge Map (our intent)

Milestone 2 - Year 4 Knowledge Map (our intent)

Milestone  3- Year 5  Knowledge Map (our intent)

Milestone 3 - Year 6 Knowledge Map (our intent) 

How we Implement our Curriculum

Our Science Policy

Example Science lesson - Milestone 1

Example Science lesson - Milestone 2

Example Science lesson - Milestone 3