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Al-Furqan Primary School
The Key to Success
Science
At Al-Furqan Primary School we value a high-quality science education that fosters natural curiosity, develops children’s’ understanding of the world and recognises the importance of science in our everyday lives. Our science curriculum is based around key enquiry questions for each topic that enables children to be curious and develop a thirst for knowledge and curiosity in the natural and technological world around them.
Children are naturally fascinated by everything around them and science in our school is about developing ideas and ways of working to help their environment make sense through different enquiries: research, observing over time, pattern seeking, fair and comparative test, identifying and classifying.
We use stories as hooks within many topics and good quality non-fiction texts to support our teaching and learning. Children are encouraged to ask questions and be curious about their surroundings.
At Al Furqan, we follow the Understanding the World programme in the statutory framework for EYFS and the National Curriculum Programmes of Study in KS1 and KS2. This ensures cohesion and progression. Topics have been sequenced in the long term plan to show progression across all year groups and key stages.
In KS1 and KS2 lessons and other learning experiences are sequenced to build on students’ prior knowledge and ensure that students deepen their knowledge of the different topic areas. The curriculum is designed to ensure that children are able to acquire key scientific knowledge through practical experiences; using equipment, conducting experiments and explaining concepts confidently. Scientific language is taught and built upon as topics are revisited in different year groups and across key stages.
Long Term Overview: Science (Key Questions) | |||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
EYFS |
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Seasonal changes covered throughout the year | |||||||
Year 1 | Everyday Materials: Why do we wear raincoats on a rainy day? | Animals including humans - The Human body and its senses: How would you describe a human to an alien? Animals including humans - Identifying and describing animals: What if all animals were the same? | Seasonal changes: Why does it get darker earlier in Winter?
| Plants: Is a plant alive?
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Year 2 | Plants: What does a plant need to stay healthy? | Uses of everyday materials: Why are castles not made out of glass? | Living things and their habitats - Suitable habitats: What if polar bears went to live in Africa?
| Animals including humans – Survival and healthy living: How could you survive on a desert island?
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Year 3 | Light: Why can’t we see in the dark? | Rocks: Are all rocks the same? | Forces and magnets: Which materials are magnetic? | Animals including humans – Nutrition and movement: How do bones and muscles work together to create movement? | Plants: What does a plant need to grow and survive?
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Year 4 | Animals including humans – Teeth and digestion: What do our bodies do with the food we eat? | Electricity: What would life be like without electricity? | States of matter: Is water always wet? | Living things and their habitats - Classification: What is the same and what is different between a lion and an eagle? | Sound: How does distance affect sound? | ||
Year 5 | Properties and changes of materials: Can we change materials?
| Forces: What would happen if Earth lost its gravity for a day? | Animals including humans – Stages of life: How do we grow old? | Earth and Space: Why does the sun appear to move across the sky? | Living things and their habitats: Do all lifecycles look the same? | ||
Year 6 | Living things and their habitats - Classification: What affects the growth of mould? | Light: How do we see? | Electricity: How do you increase the brightness of bulbs? | Animals including humans – Circulation and body function: How do our choices affect how our bodies work? | Evolution and inheritance: Why did the peppered moths change colour over time? | Climate change combined with Geography (short unit) | |