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The various teaching strategies that we will use 

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The various teaching strategies that we will use 

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Cognitive Science (Retrieval Practice) - drawing upon prior knowledge that could link to their Science topic of what they already know about living things and their habitats

Exploratory -  Children to work collaboratively. Peer to peer discussions of what we can do to 'make a small difference' to help our outdoor environments.

Dialogic - whole class discussions about climate change and what we can do to help. This could be ways to support living habitats.

Promoting student voices of what ideas we can do to help our outdoor environment which promotes the child-led approach.

Live modelling supported by stories, videos and practical activities.

Opportunities to apply their learning and knowledge to practice such as learning walks, supporting living habitats such as creating bird feeders, planting wild flowers and growing sunflowers.

Encouraging metacognition - children to continuously reflect upon their learning through the different activities. Children will be given opportunities to reflect upon their actions that they have done to make positive changes to the environment.

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'Our Charter for Nature'-  displayed in the classroom, put on school website and show rest of school in an assembly.

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'Our Charter for Nature'-  displayed in the classroom, put on school website and show rest of school in an assembly.

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https://www.growveg.co.uk/guides/help-kids-grow-plant-a-school-garden/

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, written by Benedict Vanheems

Many of today's health problems can be traced to poor diet, so it stands to reason that people who grow their own food should be happier and healthier. A school garden is a great way to get kids involved from an early age, so they develop an understanding of where fresh food comes from and an appreciation of just how delicious it can be.

School gardens offer children the chance to get involved in growing food - a skill that will last them a lifetime. They're a great teaching resource too, with many opportunities to link into the school curriculum.

Getting Started

The most important advice is to start small. Containers and larger planters are very manageable and you can grow just about anything in them. Containers allow you to create an almost immediate impact, anywhere, at minimal cost.

Raised beds are excellent because they clearly delineate the growing areas, making it less likely that precious seedlings will be accidentally trampled. Place them directly onto soil, or first lay down a membrane if you're growing on contaminated soil or a hard surface such as a concrete yard. Fill the beds with nutrient-rich potting soil and compost. Beds shouldn't be any wider than 3ft (90cm) across, so the children can easily reach the middle of the beds from the sides. Wood chippings are a good choice for the paths in between, being relatively clean and soft.

Designing a School Garden

If your garden is going to be a little more ambitious, then why not get the kids involved in the design process? Ask them to make sketches or put together a mood board of what they'd like to see. They could even make their own design on a computer.

Our online Garden Planner is child's play to use. Drop in Garden Objects such as paths, raised beds, compost bins and bean wigwams, then have fun adding the plants. Clicking on the 'i' Information button next to each plant brings up growing tips along with suggestions for suitable companions to grow nearby.

Image courtesy of Garden Organic

Choosing What to Grow

Children are far more likely to eat fruits and vegetables they've grown themselves - a great reason to get them involved in the process! Choose crops that are robust, easy to grow and - crucially - ready to harvest during term time.

School garden staples include:

Peas and beans. Children love sowing the fat seeds, setting up supports and, of course, picking the pods.

Potatoes are fun to sprout before planting into potato sacks or beds. Kids will love the hands-on growing process and unearthing the potatoes - nature's very own treasure hunt!

Winter squash and pumpkins can be planted out at the end of spring and will be nearing maturity when the children return from their summer break. How about a pumpkin-carving competition?

Salad crops such as lettuce leaves and radishes are quick growing and will keep youngsters engaged. They're also perfect for growing in pots to take home.

Kid-friendly fruits include strawberries in raised beds and planters, plus all manner of fruit trees for an autumn harvest.

Flowers help to attract bees, butterflies and other wildlife into the garden. Children will love the splash of colour they give too. Annual flowers are quick growing and should start blooming before the summer break - think calendula, nasturtiums, zinnias and more.

Don't forget herbs, many of which have beautiful, bee-friendly flowers.

The Garden Planner is a great tool for choosing school garden-friendly plants. Simply click on the Custom Filter button then select the 'Easy to Grow' option to narrow down your selection. You can also use the Sow, Plant or Harvest filters to select crops that can be grown and harvested during the months the children will be at school. Click OK and the plant selection bar will be filtered accordingly, making the decision making a lot simpler.

Benefits of a School Garden

School gardens can teach children the importance of caring for the environment and how nature works to feed us. Include a compost bin in your plan to show how old plants turn back into lovely, nutrient rich organic matter to feed the soil. A rainwater barrel will demonstrate how to collect and make the most of precious water. Bug hotels and miniature ponds will draw in even more wildlife to study and admire.

Make sure there's somewhere to sit during break times or outdoor lessons, in the shade or sun, depending on your climate. Potting benches or tables are useful if you want to sow or plant up pots outside of the classroom. And, of course, you'll need a shed for storing your tools and equipment.

Running a School Garden

School gardens can be more complicated to look after than a home garden. Make it clear from the start who is responsible for what. Who will water the garden in dry weather? How will you order new seeds and potting soil? And what about when everyone's off for the holidays? Starting small and getting systems in place from the beginning will build a strong foundation for a successful garden.

Teach the little ones to grow and they'll grow up with a healthier attitude to food and an innate love for wildlife and the outdoors. If you run a school garden we'd love to hear from you - please share your advice and experiences in the comments section below.

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written by Benedict Vanheems Many of today's health problems can be traced to poor diet, so it stands to reason that people who grow their own food should be happier and healthier. A school garden is a great way to get kids involved from an early age, so they develop an understanding of where fresh food comes from and an appreciation of just how delicious it can be.

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- Our class book, Stand Up! Speak Up!: A Story Inspired by the Climate Change Revolution, Andrew Joyner.

- Plant sunflowers seeds.
- Water can.
- Trowels
- Gloves

- Bird feeder, orange skin with mixed seeds. Recycled yoghurt pots and plastic bottles.

- Relevant videos, inspiring students how to create bird feeders and how to grow plants.

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https://www.messylittlemonster.com/2020/11/orange-bird-feeder.html#:~:text=Make%20a%20hole%20through%20the,little%20birds%20visit%20your%20home!

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Make room for some outdoor fun with this easy homemade bird feeder! Kids will love making an orange bird feeder while they learn about birds.

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https://www.growyourownpotatoes.org.uk/

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Grow Your Own Potatoes is a project that teaches primary aged children about growing potatoes.

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33 mixed ability pupils within a one form entry, village school. Using the schools own grounds, which include fields, playground and small forest school area. Plus the local area: community centre, park, church, allotment/farm. 

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33 mixed ability pupils within a one form entry, village school. Using the schools own grounds, which include fields, playground and small forest school area. Plus the local area: community centre, park, church, allotment/farm. 

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Learning will be conducted over a sequence of 5 lessons (1 per week) during a half term to enable us to embed activities into our classroom and school space and into the wider community. 

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Learning will be conducted over a sequence of 5 lessons (1 per week) during a half term to enable us to embed activities into our classroom and school space and into the wider community. 

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Lesson 1: An exploratory learning walk through the school grounds and into the local community areas (local park/community centre)
Activity will be centred around what pupils can see, hear, feel etc (sensory).
This will give pupils a grounding in what they have in their local area.
Class discussions on what they see/didn't see, what they would like to help with.

Complimentary Session: Book to read at end of school day (see below) to connect to next session...prompting children to think about what they can do to make a difference?

Lesson 2:
Review of issues that they have come across during their learning walk activities.
As a class, agree on the areas where we can help and create a charter of responsibilities that we can do as a class. Write a charter of 5 things which are chosen by the children e.g. litter picking, planting, attracting birds, switching off lights.
Children are given a small plant to take care of and nurture through the lesson sequence - they will plant this in the school grounds "rewilding"

Lesson 3:
Monitoring activities: How are our plants getting on?
Making bird feeders and bird watching (using toilet/kitchen rolls)
Litter picking around school grounds

Lesson 4:
Monitoring activities: How are our plants growing?
Have we noticed any more birds?
How much litter are we seeing around our school?
Have we been good at not wasting energy in our classroom?

Lesson 5:
Review our charter - are we doing these well? Is there anything more we could be going?

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Knowledge:

What animals/creatures and plants live (or used to live) in our local environment and the role they play. (National curriculum links to Year 4 science topic- Living Things and their habitats)

How climate change is impacting the World

What we can do in our local communities to make a difference.

Skills:

How to undertake basic visual and auditory observations.

Planting, re-wilding.

Values:

To reflect on the impact our actions can have on our local environment.

To understand how small differences we make can have impact.

How this connects to the global context.

Warwick values; Social Justice, teamwork, community, volunteering, reflecting, resourcefulness.

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https://www.google.com/search?q=dAVID+ATTENBOROUGH+NETFLIX&rlz=1C1GCEA_enGB975GB975&sxsrf=APwXEddmWPsRJ410uiifCIg2JgeSdlenaQ:1682342927171&source=lnms&tbm=vid&sa=X&ved=2ahUKEwjEysHkz8L-AhUUUsAKHU6DAN8Q_AUoAnoECAEQBA&biw=1318&bih=601&dpr=1.45#fpstate=ive&vld=cid:7b910f3f,vid:64R2MYUt394

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dAVID ATTENBOROUGH NETFLIX - Google Search

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Louise Storer, Harinder Purewal, Claire Purcell, Olivia Hancox-Hitchens, Annabelle Price.
Subject: English/ Science/ PSHE/ Geography/ Design Technology.
Year Group: LKS2
LO: Create a 'Charter for Nature' we can action in our local environment.
Overall idea: Develop understanding of global warming, loss of local habitat and things we as individuals and as a class can do to 'make a small difference'. Lessons delivered over a period of time to action and ingrain values and monitor impact over time.

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https://www.google.com/search?q=dAVID+ATTENBOROUGH+NETFLIX&rlz=1C1GCEA_enGB975GB975&sxsrf=APwXEddmWPsRJ410uiifCIg2JgeSdlenaQ:1682342927171&source=lnms&tbm=vid&sa=X&ved=2ahUKEwjEysHkz8L-AhUUUsAKHU6DAN8Q_AUoAnoECAEQBA&biw=1318&bih=601&dpr=1.45#fpstate=ive&vld=cid:7b910f3f,vid:64R2MYUt394

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dAVID ATTENBOROUGH NETFLIX - Google Search

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Stand up! Speak up!: A Story Inspired by the Climate Change Revolution by Andrew Joyner

This is to be read to pupils at the end of each day.

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Observe and identify what is happening in their local area
Identify and choose what they can do to make a difference:
Plant/rewilding local areas,
Contribute to attracting local birds and wildlife,
Energy saving within the classroom,
How to monitor/assess if what they are doing is helping,
Pupils can actively see how they are making a difference.

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https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#year-3-programme-of-study

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Purpose of study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims

The national curriculum for science aims to ensure that all pupils:

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils' engagement with and motivation to study science.

The nature, processes and methods of science

'Working scientifically' specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how 'working scientifically' might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. 'Working scientifically' will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control.

Spoken language

The national curriculum for science reflects the importance of spoken language in pupils' development across the whole curriculum - cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

School curriculum

The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the content indicated as being 'non-statutory'.

Key stage 1

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

'Working scientifically' is described separately in the programme of study, but must always be taught through and clearly related to the teaching of 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 at a level consistent with their increasing word-reading and spelling knowledge at key stage 1.

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:

Notes and guidance (non-statutory)

Pupils in years 1 and 2 should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions.

They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships.

They should ask people questions and use simple secondary sources to find answers.

They should use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language.

These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study.

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

Notes and guidance (non-statutory)

Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat. Where possible, they should observe the growth of flowers and vegetables that they have planted.

They should become familiar with common names of flowers, examples of deciduous and evergreen trees, and plant structures (including leaves, flowers (blossom), petals, fruit, roots, bulb, seed, trunk, branches, stem). Pupils might work scientifically by: observing closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants; describing how they were able to identify and group them, and drawing diagrams showing the parts of different plants including trees. Pupils might keep records of how plants have changed over time, for example, the leaves falling off trees and buds opening; and compare and contrast what they have found out about different plants.

Animals, including humans

Pupils should be taught to:

Notes and guidance (non-statutory)

Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should become familiar with the common names of some fish, amphibians, reptiles, birds and mammals, including those that are kept as pets.

Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes.

Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells.

Everyday materials

Pupils should be taught to:

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

Notes and guidance (non-statutory)

Pupils should observe and talk about changes in the weather and the seasons.

Note: pupils should be warned that it is not safe to look directly at the sun, even when wearing dark glasses.

Pupils might work scientifically by: making tables and charts about the weather; and making displays of what happens in the world around them, including day length, as the seasons change.

Year 2 programme of study

Living things and their habitats

Pupils should be taught to:

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:

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

Notes and guidance (non-statutory)

Pupils should identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass). They should think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam.

Pupils might work scientifically by: comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations.

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:

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:

Light

Pupils should be taught to:

Forces and magnets

Year 4 programme of study

Living things and their habitats

Pupils should be taught to:

Animals, including humans

Pupils should be taught to:

States of matter

Pupils should be taught to:

Sound

Pupils should be taught to:

Electricity

Pupils should be taught to:

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:

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:

Earth and space

Pupils should be taught to:

Forces

Pupils should be taught to:

Notes and guidance (non-statutory)

Pupils might work scientifically by: exploring falling paper cones or cupcake cases, and designing and making a variety of parachutes and carrying out fair tests to determine which designs are the most effective. They might explore resistance in water by making and testing boats of different shapes. They might design and make products that use levers, pulleys, gears and/or springs and explore their effects.

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:

Evolution and inheritance

Pupils should be taught to:

Light

Pupils should be taught to:

Electricity

Pupils should be taught to:

Key stage 3

The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.

Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.

'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. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science.

Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.

Working scientifically

Through the content across all three disciplines, pupils should be taught to:

Scientific attitudes

Experimental skills and investigations

Analysis and evaluation

Measurement

Subject content

Biology

Pupils should be taught about:

Structure and function of living organisms

Cells and organisation

The skeletal and muscular systems

Nutrition and digestion

Gas exchange systems

Reproduction

reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta

reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

Health

the effects of recreational drugs (including substance misuse) on behaviour, health and life processes

Material cycles and energy

Photosynthesis

Cellular respiration

Interactions and interdependencies

Relationships in an ecosystem

Genetics and evolution

Inheritance, chromosomes, DNA and genes

Chemistry

Pupils should be taught about:

The particulate nature of matter

the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure

changes of state in terms of the particle model

Atoms, elements and compounds

Pure and impure substances

Chemical reactions

Energetics

energy changes on changes of state (qualitative)

exothermic and endothermic chemical reactions (qualitative)

The periodic table

Materials

Earth and atmosphere

Physics

Pupils should be taught about:

Energy

Calculation of fuel uses and costs in the domestic context

Energy changes and transfers

Changes in systems

Motion and forces

Describing motion

Forces

Pressure in fluids

Balanced forces

opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface

Forces and motion

forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

change depending on direction of force and its size

Waves

Observed waves

waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel - superposition

Sound waves

Energy and waves

pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone

Light waves

Electricity and electromagnetism

Current electricity

Static electricity

separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects

the idea of electric field, forces acting across the space between objects not in contact

Magnetism

Matter

Physical changes

Particle model

the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition

atoms and molecules as particles

Energy in matter

changes with temperature in motion and spacing of particles

internal energy stored in materials

Space physics

Key stage 4

Teaching in the sciences in key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.

For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.

Science is changing our lives and is vital to the world's future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. These key ideas include:

The sciences should be taught in ways that ensure students have the knowledge to enable them to develop curiosity about the natural world, insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students:

Curricula at key stage 4 should comprise approximately equal proportions of biology, chemistry and physics. The relevant mathematical skills required are covered in the programme of study for mathematics and should be embedded in the science context.

'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. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science and informing students of the role of science in understanding the causes of and solutions to some of the challenges facing society.

The scope and nature of their study should be broad, coherent, practical and rigorous, so that students are inspired and challenged by the subject and its achievements.

Working scientifically

Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of:

1. The development of scientific thinking

2. Experimental skills and strategies

3. Analysis and evaluation

applying the cycle of collecting, presenting and analysing data, including:

presenting observations and other data using appropriate methods

translating data from one form to another

carrying out and representing mathematical and statistical analysis

representing distributions of results and making estimations of uncertainty

interpreting observations and other data, including identifying patterns and trends, making inferences and drawing conclusions

presenting reasoned explanations, including relating data to hypotheses

being objective, evaluating data in terms of accuracy, precision, repeatability and reproducibility and identifying potential sources of random and systematic error

communicating the scientific rationale for investigations, including the methods used, the findings and reasoned conclusions, using paper-based and electronic reports and presentations

4. Vocabulary, units, symbols and nomenclature

Subject content - Biology

Biology is the science of living organisms (including animals, plants, fungi and microorganisms) and their interactions with each other and the environment. The study of biology involves collecting and interpreting information about the natural world to identify patterns and relate possible cause and effect. Biology is used to help humans improve their own lives and to understand the world around them.

Students should be helped to understand how, through the ideas of biology, the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas which are of universal application, and which can be illustrated in the separate topics set out below. These ideas include:

life processes depend on molecules whose structure is related to their function

the fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling life processes to be performed more effectively

living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways

living organisms are interdependent and show adaptations to their environment

life on Earth is dependent on photosynthesis in which green plants and algae trap light from the Sun to fix carbon dioxide and combine it with hydrogen from water to make organic compounds and oxygen

organic compounds are used as fuels in cellular respiration to allow the other chemical reactions necessary for life

the chemicals in ecosystems are continually cycling through the natural world

the characteristics of a living organism are influenced by its genome and its interaction with the environment

evolution occurs by the process of natural selection and accounts both for biodiversity and how organisms are all related to varying degrees

Students should be taught about:

Cell biology

Transport systems

the need for transport systems in multicellular organisms, including plants

the relationship between the structure and functions of the human circulatory system

Health, disease and the development of medicines

Coordination and control

Photosynthesis

Ecosystems

Evolution, inheritance and variation

the genome as the entire genetic material of an organism

how the genome, and its interaction with the environment, influence the development of the phenotype of an organism

the potential impact of genomics on medicine

most phenotypic features being the result of multiple, rather than single, genes

single gene inheritance and single gene crosses with dominant and recessive phenotypes

sex determination in humans

genetic variation in populations of a species

the process of natural selection leading to evolution

the evidence for evolution

developments in biology affecting classification

the importance of selective breeding of plants and animals in agriculture

the uses of modern biotechnology including gene technology; some of the practical and ethical considerations of modern biotechnology

Subject content - Chemistry

Chemistry is the science of the composition, structure, properties and reactions of matter, understood in terms of atoms, atomic particles and the way they are arranged and link together. It is concerned with the synthesis, formulation, analysis and characteristic properties of substances and materials of all kinds.

Students should be helped to appreciate the achievements of chemistry in showing how the complex and diverse phenomena of both the natural and man-made worlds can be described in terms of a number of key ideas which are of universal application, and which can be illustrated in the separate topics set out below. These ideas include:

matter is composed of tiny particles called atoms and there are about 100 different naturally-occurring types of atoms called elements

elements show periodic relationships in their chemical and physical properties

these periodic properties can be explained in terms of the atomic structure of the elements

atoms bond either by transferring electrons from one atom to another or by sharing electrons

the shapes of molecules (groups of atoms bonded together) and the way giant structures are arranged is of great importance in terms of the way they behave

reactions can occur when molecules collide and do so at different rates due to differences in molecular collisions

chemical reactions take place in only three different ways:

proton transfer

electron transfer

electron sharing

energy is conserved in chemical reactions so can therefore be neither created nor destroyed

Students should be taught about:

Atomic structure and the Periodic Table

Structure, bonding and the properties of matter

Chemical changes

Energy changes in chemistry

Measurement of energy changes in chemical reactions (qualitative)

Bond breaking, bond making, activation energy and reaction profiles (qualitative)

Rate and extent of chemical change

factors that influence the rate of reaction: varying temperature or concentration, changing the surface area of a solid reactant or by adding a catalyst

factors affecting reversible reactions

Chemical analysis

Chemical and allied industries

Earth and atmospheric science

Subject content - Physics

Physics is the science of the fundamental concepts of field, force, radiation and particle structures, which are inter-linked to form unified models of the behaviour of the material universe. From such models, a wide range of ideas, from the broadest issue of the development of the universe over time to the numerous and detailed ways in which new technologies may be invented, have emerged. These have enriched both our basic understanding of, and our many adaptations to, our material environment.

Students should be helped to understand how, through the ideas of physics, the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas which are of universal application and which can be illustrated in the separate topics set out below. These ideas include:

Students should be taught about:

Energy

Forces

Forces and motion

Wave motion

Electricity

Magnetism and electromagnetism

The structure of matter

Atomic structure

Space physics

the main features of the solar system.

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National curriculum in England: science programmes of study

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A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.

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https://schoolreadinglist.co.uk/books-for-topics/environment-eco/

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Environment, climate change and eco topic books

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Environment, climate change and eco topic books for EYFS, KS1, KS2 and KS3. These books will help teachers who are looking for high-quality texts to support and teach topics involving COP26, global warming and world climate change.