Our Science planning is adapted from Switched On Science (teacher login required).

Curriculum Intent

We want our Lawrence Scientists to be open minded, independent, respectful, resilient, active, creative and forward thinking when learning about Science at Lawrence.

Curriculum Overview

🧪👩‍🔬👨‍🔬🏠Science at home🏠👨‍🔬👩‍🔬🧪

Open the document below that contains lots of links to different websites so you can access some science activities at home:

Curriculum Impact

In science lessons, teachers mark books regularly to progress with their short-term planning. We offer the best possible support for all of our pupils, including our EAL children. Skills in Science develop each year. 

Our staff use baseline assessments to regularly assess what the children know as the topic progresses and inform their future planning.

Assessment information is integral to our monitoring cycle.  Our monitoring cycle is developed at the beginning of each academic year.  Monitoring in Science includes: lesson observations, book scrutinies and pupil voice.

This year, Year 6 took part in the Anfield Learning Space Drugs and Alcohol Awareness Workshops. 

Our Year 5 children attended the Royal Astronomical Society Christmas Lecture.

Year 4 have been attending workshops run by Park Palace Ponies

to learn about animals.

Year 1 children visited Sefton Park this year. 

Derek Stanley from Liverpool LA came in to run Science Workshops with all of our Key Stage 1 and 2 children.

Science at Lawrence

Class 5BT built an electrical circuit to test whether different materials are conductors or insulators.

Learning in Science through investigation

Our volcano was put to good use when we created a simulation of an eruption using a mixture of white vinegar (ascetic acid: CH3COOH), washing up liquid and food colouring and Bicarbonate of Soda (baking soda: NaHCO3) and warm water.  Although this reaction was quite good we decided to create a bigger eruption using our diet cola and Mentos.  This was our recreation of the Mount Krakatoa eruption!

See Below.

Key stage 1 programme of study – Years 1 and 2

Working scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

• asking simple questions and recognising that they can be answered in different ways
• observing closely, using simple equipment
• performing simple tests
• identifying and classifying
• using their observations and ideas to suggest answers to questions
• gathering and recording data to help in answering questions

Year 1 programme of study

Plants

Pupils should be taught to:

• identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
• identify and describe the basic structure of a variety of common flowering plants, including trees

Animals, including humans

Pupils should be taught to:

• identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
• identify and name a variety of common animals that are carnivores, herbivores and omnivores
• describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
• identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Everyday materials

Pupils should be taught to:

• distinguish between an object and the material from which it is made
• identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
• describe the simple physical properties of a variety of everyday materials
• compare and group together a variety of everyday materials on the basis of their simple physical properties

Seasonal changes

Pupils should be taught to:

• observe changes across the 4 seasons
• observe and describe weather associated with the seasons and how day length varies

Year 2 programme of study

Living things and their habitats

Pupils should be taught to:

• explore and compare the differences between things that are living, dead, and things that have never been alive
• identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
• identify and name a variety of plants and animals in their habitats, including microhabitats
• describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Plants

Pupils should be taught to:

• observe and describe how seeds and bulbs grow into mature plants
• find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Animals, including humans

Pupils should be taught to:

• notice that animals, including humans, have offspring which grow into adults
• find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
• describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Uses of everyday materials

Pupils should be taught to:

• identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
• find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Lower key stage 2 – Years 3 and 4

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word-reading and spelling knowledge.

Lower key stage 2 programme of study

Working scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

• asking relevant questions and using different types of scientific enquiries to answer them
• setting up simple practical enquiries, comparative and fair tests
• making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
• gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
• recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
• reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
• using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
• identifying differences, similarities or changes related to simple scientific ideas and processes
• using straightforward scientific evidence to answer questions or to support their findings.

Year 3 programme of study

Plants

Pupils should be taught to:

• identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
• explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
• investigate the way in which water is transported within plants
• explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Animals, including humans

Pupils should be taught to:

• identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
• identify that humans and some other animals have skeletons and muscles for support, protection and movement

Rocks

Pupils should be taught to:

• compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
• describe in simple terms how fossils are formed when things that have lived are trapped within rock
• recognise that soils are made from rocks and organic matter

Light

Pupils should be taught to:

• recognise that they need light in order to see things and that dark is the absence of light
• notice that light is reflected from surfaces
• recognise that light from the sun can be dangerous and that there are ways to protect their eyes
• recognise that shadows are formed when the light from a light source is blocked by an opaque object
• find patterns in the way that the size of shadows change

Forces and magnets

• compare how things move on different surfaces
• notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
• observe how magnets attract or repel each other and attract some materials and not others
• compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
• describe magnets as having 2 poles
• predict whether 2 magnets will attract or repel each other, depending on which poles are facing

Year 4 programme of study

Living things and their habitats

Pupils should be taught to:

• recognise that living things can be grouped in a variety of ways
• explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
• recognise that environments can change and that this can sometimes pose dangers to living things

Animals, including humans

Pupils should be taught to:

• describe the simple functions of the basic parts of the digestive system in humans
• identify the different types of teeth in humans and their simple functions
• construct and interpret a variety of food chains, identifying producers, predators and prey

States of matter

Pupils should be taught to:

• compare and group materials together, according to whether they are solids, liquids or gases
• observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
• identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

Sound

Pupils should be taught to:

• identify how sounds are made, associating some of them with something vibrating
• recognise that vibrations from sounds travel through a medium to the ear
• find patterns between the pitch of a sound and features of the object that produced it
• find patterns between the volume of a sound and the strength of the vibrations that produced it
• recognise that sounds get fainter as the distance from the sound source increases

Electricity

Pupils should be taught to:

• identify common appliances that run on electricity
• construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
• identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
• recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
• recognise some common conductors and insulators, and associate metals with being good conductors

Upper key stage 2 – Years 5 and 6

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read, spell and pronounce scientific vocabulary correctly.

Upper key stage 2 programme of study

Working scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

• planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
• recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
• using test results to make predictions to set up further comparative and fair tests
• reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
• identifying scientific evidence that has been used to support or refute ideas or arguments

Year 5 programme of study

Living things and their habitats

Pupils should be taught to:

• describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
• describe the life process of reproduction in some plants and animals

Animals, including humans

Pupils should be taught to:

• describe the changes as humans develop to old age

Properties and changes of materials

Pupils should be taught to:

• compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
• know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
• use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
• give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
• demonstrate that dissolving, mixing and changes of state are reversible changes
• explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Earth and space

Pupils should be taught to:

• describe the movement of the Earth and other planets relative to the sun in the solar system
• describe the movement of the moon relative to the Earth
• describe the sun, Earth and moon as approximately spherical bodies
• use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Forces

Pupils should be taught to:

• explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
• identify the effects of air resistance, water resistance and friction, that act between moving surfaces
• recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect

Year 6 programme of study

Living things and their habitats

Pupils should be taught to:

• describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
• give reasons for classifying plants and animals based on specific characteristics

Animals including humans

Pupils should be taught to:

• identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
• recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
• describe the ways in which nutrients and water are transported within animals, including humans

Evolution and inheritance

Pupils should be taught to:

• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
• recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
• identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Light

Pupils should be taught to:

• recognise that light appears to travel in straight lines
• use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
• explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
• use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Electricity

Pupils should be taught to:

• associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
• compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
• use recognised symbols when representing a simple circuit in a diagram