Arboretum Knowledge Progression (2014 Curriculum)
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 foundation 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. Pupil’s should be made aware of the many occupations and careers that require Science as a foundation and should be encouraged to aspire to work towards these goals.
Aims
The national curriculum for science aims to ensure that all pupils:
develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
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Knowledge |
of plants of animals, including humans of everyday materials – their properties and how they change of seasonal changes of living things and their habitats of rocks of light of forces and magnets of states of matter of sound of electricity of Earth and space of evolution and inheritance |
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Skills |
Working scientifically: asking questions and problem solving predicting observation and working with others testing and taking measurements through using and applying number identifying and classifying making suggestions gathering, recording and reporting data – communicating all of this scientific understanding |
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Understanding |
Critical thinking, including: enquiry analysis evaluation making connections and contrasts |