The materials available in this section provide an example of a breakdown of learning units for science for mixed-aged classes, which are Years 1 and 2, Years 3 and 4, and Years 5 and 6.
The sequence of learning, which takes full account of the National Curriculum, includes adaptations to accommodate mixed-aged classes.
The learning units assume four or five science units coverage each year.
The units are set out under the broad headings of biology, chemistry, and physics and then further broken down, considering the national curriculum’s main headings, such as animals and their habitats, or sound.
It is an assumption that each unit will cover working scientifically. To ensure full coverage, there are suggestions set out in the progression overview document, along with an overview of coverage.
There is a long-term overview of the composite learning and components for each learning unit. Click the purple box with the question on to see the full scheme of work / unit of learning.
Where applicable, a text linking to the science unit is recommended. However, the text should become the focus of the English teaching and could run in parallel to the science unit. It is important to note that the text is chosen for its quality, not just because it links with the science being taught.
Similarly, some units offer a link to art or design and technology, provided because the skills being taught in art or DT are appropriate for the age group and are not solely because of the science content.
SCIENCE OVERVIEW – RECEPTION CHILDREN (WORKING WITH YEARS 1 AND 2)
Science Vocabulary Overview
Developing children’s vocabulary is a crucial aspect of teaching and learning. An understanding of language opens doors for young minds that they didn’t know existed, enabling them to build the cultural capital necessary to succeed and fulfil their potential.
In science, it is vital that we expose children across the whole of the Primary age range to key vocabulary necessary for development in this subject area. They need to experience the challenging technical language that will help them articulate their understanding more clearly, concisely, and effectively.
Children need to understand key scientific vocabulary to enable them to explain biological, chemical and physical processes and changes, and it is extremely important that the children develop an awareness of the different vocabulary used across each discipline.
This vocabulary overview bears all of this in mind and is in two sections. The first links directly to the science units of learning delivered by the Learning Challenge Curriculum so that teachers and children know exactly the language required for success. For each year group, there is a set of six keywords for each topic. These six keywords, with definitions, are on the knowledge organisers (available separately) for each unit of learning. Alongside the six keywords, is further language children could meet as part of the unit of learning, when and where appropriate. The second section looks at more specific language and vocabulary, and the words children should experience over the course of the year, split up into the three different disciplines of Biology, Chemistry and Physics and then further language is from ‘Working Scientifically’ within the National Curriculum. The ‘Working Scientifically’ vocabulary is phase specific.
The overview is perfect for helping teachers understand and see progression over the year. It makes it easy to see the vocabulary met in previous years, and how their teaching fits in with the rest of the school. For subject leaders, it sets out the required vocabulary for development year by year.
Science Vocabulary Overview – All Year Groups Science Disciplinary Knowledge for ChildrenIf you are not a subscriber, you can purchase these units through our website.
You can purchase them as key stage or whole school bundles of units or as individual units or resources from each unit
You can also purchase many of the other resources such as the Science Mixed-age Vocabulary Overview
