Strand on the Green Junior School
Science has extraordinary explanatory power. It seeks universal truths, advances our knowledge of how the world works and finds solutions to some of life’s most challenging problems.
When children learn science at Strand, they lay down the foundations of scientific knowledge and curiosity about the world; one day, they may be part of the science of the future.
Topics and Big Questions
We teach science in topics which are studied in depth for half a term (the red blocks on our curriculum grid). As a core subject, we afford science additional teaching time so some content is integrated elsewhere: for example, children learn about states of matter and the water cycle as part of a geography block on rivers. Each topic has its own big question which draws together the learning from individual lessons. This means knowledge connects to previous learning and grows into something bigger and more meaningful as the topic unfolds.
Big Questions
What is the difference between light, reflection, darkness and shadows?
What do our bodies do with food?
Content
The National Curriculum provides the outline for our science coverage. In framing the Strand curriculum, we have also consulted expert secondary teachers; we’re confident it serves our learners well through the junior years and provides a thorough grounding for future study.
Our progression in science is organised into three core strands, each defined with an overarching question.
- Living Things (Biology): How do living things thrive and survive?
- Physical Processes (Physics): How do forces and familiar forms of energy behave and interact?
- Material Properties (Chemistry): How can we classify, use and change materials?
Being able to engage deeply with these wide-reaching enquiries, is our aim for learners by the time they finish Year 6.
To support children in getting there, we’ve sequenced the content so ideas build cumulatively and understanding builds. Read our full progression model below.
Organisation
The curriculum is arranged in a spiral which means some topics, such as light and electricity, occur more than once.
We ensure this isn’t simply repetition but an opportunity to consolidate and extend with added challenge.
|
Y3 |
Y4 |
Y5 |
Y6 |
|
Rocks and Soils |
Digestive System |
Earth and Space |
Circulatory System |
|
Magnetism and friction |
Sound |
Forces |
Electriciy |
|
Light |
Electricity |
Life Cycles |
Light |
|
Plants |
Habitats and Keys |
Material Properties |
Adaptation |
|
Muscular Skeletal System |
States of Matter |
Changing materials |
Evolution |
Big Picture
Vocabulary concepts are the bedrock of our curriculum.
That’s because ideas like evaporation, predator and gravity describe the processes, properties and phenomena of science.
Being able to connect ideas makes for successful learners so we make time for children to practise the use of this vocabulary and then later to retrieve it and apply it in new contexts.
Working Scientifically
Alongside scientific knowledge comes the habit of enquiry. Our aim is for children to encounter ‘systematic curiosity’ with opportunities to ask and answer questions, control variables and draw conclusions. Practical work can be illuminating and motivating; we try to time it so it effectively supplements understanding of the knowledge within each topic. Visits are another way we enrich the curriculum. We make good use of the school grounds and visit Kew Gardens in Year 3, The Science Museum in Year 4 and a virtual ‘Space’ lecture in Year 5.
Scientific Enquiry Observation over time
Pattern seeking
Identifying, grouping, classifying
Comparative tests
Fair tests
Research
STEM
Linking science with maths, computing and technology adds challenge and offers an insight into the way that subjects overlap and function in the real world.
For example, children apply their knowledge of circuits within their DT model vehicle projects and benefit from visiting STEM ambassadors during the key stage.
