Science – Chemistry

Subject Key Objective Progression & Development by Year Groups

The following is a guide to help you understand your child’s progression through school.

All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.

Intent, Implementation and Impact

The curriculum is designed with our pupils and the Swinemoor community in mind.

It enables children to access and enhance their understanding of their home, their town and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond.

This will help them become successful members of modern British society, preparing them for the challenges and opportunities.

  • Intent

SCIENCE – Chemistry

  • Curriculum lead: Mrs Jackson

  • Curriculum Statements

EYFS: “Children can observe a range of phenomena and see how they change.”

KS1: “Children can carry out comparative tests to see how different chemical elements react and change.”

KS2: “Children can compare and carry out fair tests to see how and why chemical elements change. ”

  • Related Vocabulary

EYFS:
Heat (T1)
Temperature (T1)
Frozen (T1)

KS1:
Carbon-dioxide (T2)
Oxygen (T2)
Energy (T1)

KS2:
Solution (T2)
Dissolve (T3)
Filter (T3)

  • Cultural Capital

Children will gain an understanding of aspects of chemistry. Pupils may demonstrate knowledge of a variety of experiments linked to chemical reactions and properties.

They will have a knowledge of chemical elements, and how these elements can change if subject to a range of tests.

Children will learn about testing and how to make a test fair. Their knowledge of chemistry can lead to a wide range of jobs beyond, not just in, science fields.

  • School aims

  • Achieve beyond expectations
  • Be proud of our community, our school, our achievements and our peers
  • Compete, with the belief that we have every chance of success
  • Develop a culture where we take appropriate risk
  • Enable people to work together, in order to achieve more than we could on our own
  • British Values

  • Democracy

  • Rule of law

  • Individual liberty

  • Mutual respect

  • Tolerance of different faiths & beliefs

  • Implementation

What will be made, produced, performed, or published?

Children will produce a piece of portfolio work, demonstrating their knowledge and understanding. They will participate in a sequence of lessons with a scientific focus, producing a range of evidence including written work.

  • Sequencing

  • EYFS: To explore and observe.
  • Year 1: To carry out simple tests to answer questions.

  • Year 2: To carry out simple comparative tests to answer questions.
  • Year 3: To carry out comparative and fair tests.
  • Year 4: To carry out comparative and fair test using scientific language to explain results.
  • Year 5: To set up, comparative and fair tests and explain which variables need to be controlled.
  • Year 6: To use the results of comparative and fair tests to identify what further test may be needed.
  • Mastery: To explain and discuss in detail using scientific language , tests, results and scientific language and implications it may have on area of study.
  • Impact

What knowledge will the children have embedded?

Children will be able to recall specific scientific facts about materials and their properties and know how they can be changed by different processes.

What retention may be demonstrated?

Here are some example questions that may be used to assess children’s understanding.

EYFS: What is the temperature like outside? When would the ground be frozen?

KS1: Why do humans need oxygen? What do we breathe out?

KS2: What is a solution? How would we make a substance dissolve quickly?

Science – Chemistry – Primary Curriculum


Chemistry – Foundation stage:

To explore and observe.



Chemistry – Year 1:
To carry out simple tests to answer questions.



Chemistry – Year 2:
To carry out simple comparative tests to answer questions.



Chemistry – Year 3:
To carry out comparative and fair tests.



Chemistry – Year 4:
To carry out comparative and fair test using scientific language to explain results.



Chemistry – Year 5:
To set up, comparative and fair tests and explain which variables need to be controlled.



Chemistry – Year 6:
To use the results of comparative and fair tests to identify what further test may be needed.



Chemistry – Mastery:
To explain and discuss in detail using scientific language , tests, results and scientific language and implications it may have on area of study.

This collection of short films and resources will help you understand your child’s progression through school.

The curriculum film resource has been broken down by subject area initially and then by topic area.

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