Science – Investigation

Intent, Implementation & Impact –
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 – Investigation

  • Curriculum lead: Mrs Jackson

  • Curriculum Statements

EYFS: “To use different approaches to answer scientific questions. To carry out simple tests.“

KS1: “To ask simple questions and understand that they can be answered in a variety of ways.”

KS2: “To ask relevant questions and use different types of scientific enquiries to answer them.

To set up simple practical enquiries, comparative and fair tests”

  • Related Vocabulary

EYFS:
Aim (T2)
Equipment (T1)
Observe (T1)

KS1:
Prediction (T1)
Method (T2)
Results (T1)

KS2:
Fair test (T3)
Hypothesis (T3)
Precision (T2)

  • Cultural Capital

Children may demonstrate an understanding of a fair test and following key enquiry questions, and know that the fundamental principles of meaningful science and that throughout time, scientists have developed and refined this method with peer review.

Scientists throughout history such as Copernicus, Darwin, newton and Higgs & Boson have advanced this endeavour despite opposition and resistance from society and faith bodies.

  • 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 may 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 begin to ask and answer simple questions.
  • Year 1: To ask and answer simple questions.
  • Year 2: To ask simple questions and recognise they can be answered in different ways.
  • Year 3: To ask relevant questions and use different types of scientific enquiry to answer them.
  • Year 4: To ask relevant questions and use practical enquiry, comparative and fair tests to answer them.
  • Year 5: To ask questions and answer them by planning different types of scientific enquiry and fair tests to answer them.
  • Year 6: To ask questions and answer them by planning a range of scientific enquiries using scientific vocabulary and controlling variables where possible.
  • Mastery: To confidently answer questions by planning a range of scientific enquiries and use scientific evidence that can be used to support ideas.

  • Impact

What knowledge will the children have embedded?

Children will be able to ask and answer a range of questions linked to biology, chemistry and physics, using their answers to link to situations in the real world.

What retention may be demonstrated?

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

EYFS: Can you ask a simple question? What does a scientist do?

KS1: Can you ask a simple scientific question and say how it might be answered? How do scientists work? Can you name a famous scientist?

KS2: Can you tell us about a time you have conducted a scientific investigation? How do scientists ensure that a test is fair? Can you talk about a famous scientist and what they have discovered?

Science – Investigation – Primary Curriculum


Science – Investigation – Foundation stage:

To begin to ask simple questions.


Science – Investigation – Year 1:

To ask simple questions.


Science – Investigation – Year 2:

To ask simple questions and recognise they can be answered in different ways.


Science – Investigation – Year 3:

To ask relevant questions and use different types of scientific enquiry to answer them.


Science – Investigation – Year 4:

To ask relevant questions and use practical enquiry, comparative and fair tests to answer them.


Science – Investigation- Year 5:

To ask questions and answer them by planning different types of scientific enquiry and fair tests to answer them.


Science – Investigation – Year 6:

To ask questions and answer them by planning a range of scientific enquiries using scientific vocabulary and controlling variables where possible.


Science – Investigation- Mastery:

To confidently answer questions by planning a range of scientific enquiries and use scientific evidence that can be used to support ideas.

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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