At Mugginton we want our children to develop a sense of excitement, curiosity and awe about natural phenomena through hands on, creative science.

Science is a wonderful, exciting and creative subject which is one of the best parts of the week for many of our children. Science is based on effective questioning and independent thought; It involves communication with different people, teaches patience and perseverance and helps them to understand they are active citizens who can help solve the world’s problems.

Teaching science offers children the opportunity to increase their overall understanding of how and why things work. Science teaches kids about the world around them. From the human body to methods of transportation, science can explain the mechanics and reasons behind complex systems.

Science instils the ability to think logically and solve problems. Almost everything you see is because individuals had a question and used their knowledge of science to solve it.

Science teaches the basics of how certain devices work. This helps children develop ideas of their own and possibly invent new technology in the future.

Science and Cultural Capital

Science explains how the earth functions and how to make use of natural resources. It also teaches about major world issues such as man-made climate change; lack of natural resources and conservation work. Awareness of contemporary issues such as these is part of the necessary cultural capital required to succeed in 21st century Britain.

Why Does Science Matter?

There has been increased scrutiny about the role STEM (science, technology, engineering and mathematics) industries contribute to our future economy, livelihoods and national safety. A government report on the Life Sciences from 2018 stated that UK life sciences support 240,000 jobs and generate a turnover of around €81 billion per year. Derby has a proud history of engineering and industry which we want to share with our children.  In 2015-2016 the economic contribution of engineering enterprises to the UK economy was £1.23 trillion (roughly 25%).

The UK public has never been as immersed in the activities and consequences of science as it is today. Issues such as Nuclear power, animal conservation, plastics in oceans, global warming and man-made climate change, the threat of pandemics and missions to Mars are topics children need experience engaging with as they grow into adulthood.

Aims

The national curriculum for science aims to ensure that all pupils:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics

• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

In addition, our school aims to:

• have a fun, creative and hands on science curriculum which is enjoyed by pupils and is accessible to all pupil groups regardless of SEND, gender or background.

• make sure all of our children understand the scientific method and are confident identifying and discussing dependent and independent variables by the time they complete Year 6.

• offers children the opportunity to develop their analytical and methodological thinking skills. Children are taught to think critically, evaluate situations, and make clear judgments. These skills are essential in the study of other subjects and are vital skills to have outside the classroom as well.

Key science concepts taught at Mugginton:

Through our science curriculum, pupils will develop an understanding of the following key concepts. These concepts are revisited in different units as pupils move through the school. By the end of primary school, children will know and understand these key concepts.

Biology

• Organisms require a supply of energy and materials:
  Living things are special collections of matter that reproduce, use energy and grow.
  Food provides materials and energy for life and growth. Plants and bacteria use energy from the sun to generate food. Animals break down food and are ultimately dependent on green plants for energy.
  In any ecosystem there is competition for the energy and materials needed to live and reproduce.

• Genetic information: Genetic information is passed down from one generation of organisms to another. Genes determine the development and structure of organisms

• Evolution: The diversity of organisms is the result of evolution. Different kinds of life, animals, plants and micro-organisms have evolved into different forms best suited to the environments in which they live. Organisms not able to respond sufficiently to changes in their environment become extinct.

Chemistry

• All matter (stuff) in the universe is made of tiny building blocks called atoms.

• Materials (properties and changes): The arrangement, movement and types of building blocks of matter, and the forces that hold them together/push them apart, explain all the properties of matter (eg: hot/cold, soft/hard, light/heavy etc…)

• States of matter: Matter can change if the arrangement of these building blocks change (eg: chemical reactions)

Physics

• The universe follows unbreakable rules that are all about forces, matter and energy

• Forces are different kinds of pushes and pulls that act on all matter in the universe. Changing the movement of an object requires a force to be acting on it. Gravity is a universal force of attraction between all objects, however large or small.

• Energy: There are different forms of energy eg: light, sound, electricity, heat and wind. Energy can be transferred from one object to another and can cause changes. The total amount of energy in the universe is always the same but energy can be transformed when things change or are made to happen.

Earth Science

• The earth in relation to the universe: The Earth is one of 8 planets orbiting the sun. Our solar system is a very small part of one of millions of galaxies in the universe.

• The earth spins on its axis: The Earth is tilted and spins on its axis leading to day and night, the seasons and climate

Enquiry strategies

As part of working scientifically which is embedded throughout all units, children will learn to use a variety of enquiry-strategies to answer scientific questions. By the end of primary school, children will be able to use these strategies confidently and know that different strategies may be needed at different times.

• Observing over time: (observing or measuring how one variable changes over time)

• Identifying, defining and using dependent and independent variables

• Identifying and classifying: (identifying and naming materials/living things and making observations or carrying out tests to organise them into groups.)

• Looking for patterns: (making observations or carrying out surveys of variables that cannot be easily controlled and looking for relationships between two sets of data)

• Comparative and fair testing: (observing or measuring the effect of changing one variable when controlling others)

• Answering questions using secondary sources of evidence: (answering questions using data or information that they have not collected first-hand)

Second order concepts:

Through each unit of science, the following second order concepts are explored.

• Responsibility - being an active citizen: (working safely, how science can solve problems, climate change and sustainability)

• Similarity and difference: (making comparisons, finding patterns, noting differences and drawing conclusions)

• Cause and consequence: (models and laws, reactions between materials, observing processes)

• Continuity and change: (observing what changes and what stays the same)

• Significance: (significant scientists, discoveries, laws, models and theories)

• Written and oral expression: (Using scientific terminology, evaluation, drawing conclusions, objectivity, explaining processes, describing and explaining patterns, presenting and interpreting data)

Implementation:

At Mugginton Church of England Primary School, our curriculum is carefully mapped out into a long-term plan by our highly skilled staff. This allows for links between topics to be identified and carefully planned for to support pupils’ retention of knowledge and skills.

The academic year is broken down into mini units to make sure the full breadth of the science curriculum is taught. Science is taught weekly and outcomes are demonstrated in a variety of ways, through written work as well as photographic evidence.