“Science is concerned with the development of knowledge and understanding of the biological and physical aspects of the world…. It is a human endeavour that depends on the creativity and imagination of people as they reflect critically to make sense of their experience…. It is important that learning activities promote curiosity and enjoyment so that pupils develop a lasting interest in science”. (Primary School Curriculum, Science, p. 2).

Aims of Science Education

• To develop knowledge and understanding of scientific and technological concepts through the exploration of human, natural and physical aspects of the environment
• To develop a scientific approach to problem-solving which emphasises understanding and collective thinking
• To encourage the child to explore, develop and apply scientific ideas and concepts through designing and making activities
• To foster the child’s curiosity and encourage independent enquiry and creative action
• To help the child to appreciate the contribution of science and technology to the social, economic, cultural and other dimensions of society
• To cultivate an appreciation and respect for the diversity of living and non-living things
• To encourage the child to behave responsibly with regard to the environment, and to promote sustainable development
• To enable the child to communicate ideas, present work and report findings using a variety of media

Broad objectives

The science curriculum should enable the child to:

• Develop an interest in and curiosity about the world through the exploration of living and non-living things
• Develop an knowledge and understanding of scientific ideas through the study of living things and environments in which they live
• Develop a scientific approach to problem-solving
• Develop and apply constructive thinking in scientific investigation
• Understand the application of some basic scientific ideas and concepts in everyday situations
• Apply and use scientific knowledge, skills and resources in designing and making tasks
• Communicate and record observations, evidence and results of experiments using a variety of oral, written and graphical forms and other media
• Explore the environmental repercussions of human actions on physical, natural and human environments
• Understand the interdependence of living things and their environments
• Became involved in the discussion, exploration and resolution of environmental issues
• Understand and apply a safety code in scientific and technological investigation and activities

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Overview of content of science curriculum

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Principles and characteristics of the approach to the teaching of the science curriculum in St Colmcille’s BNS, Swords

The purpose and nature of science in the school

A science programme that aims to help children to work scientifically involves the development of a broad range of skills of enquiry, the cultivation of important attitudes and the acquisition of scientific knowledge and concepts about the biological and physical aspects of the world. The science programme is structured to that the children can experience all these elements.

Balance between theme teaching and a subject-centred approach

Thematic approach is more suited to the work of the infant and junior classes. As children grow older, a combination of methodologies will be utilised - theme-based, cross-curricular integration and subject-centred focus.

Exploration of the school and the locality

One of the most important aspects of the science curriculum and the wider SESE programme is the emphasis placed on the exploration of the local environment of the child and the school.  Exploration of the school will involve teachers becoming familiar with:

• The range of habitats in the area
• The features of the natural environment
• The materials from which the school is built
• The direction in which the school is facing.

A key resource in this process will be the map of the school and its environs which will be made available in a digital format during the school year 2003 /2004.

Textbooks and workcards

Science lessons should not be workcard or textbook based. Teachers will select activities from a variety of textbooks and workcards that will assist the children in undertaking open-ended tasks.

Safety in science activities

Safety should permeate all aspects of the teaching of science and the children are encouraged to observe safety procedures during all tasks.

A broad and balanced science curriculum

• The science programme for each class will include a broad range of topics from each of the strands.
• The programme will provide opportunities for the children to work scientifically
• There will be a balance between different aspects of the programme. Each year, the children will encounter topics from each strand unit. Over a two-year period, all strand units from each strand should be covered.
• The programme will help the children to unite science and technology.
• Give children opportunities to explore and investigate the environment
• Provide for continuity and progression

Assessment Policy

Assessment of the science curriculum should facilitate teachers in evaluating the suitability of the science programme. Assessment techniques will focus on knowledge objectives, understanding of scientific concepts, competence in the application of experimental and investigative skills and the cultivation of important attitudes. The following assessment methods will be used to obtain a broad and balanced picture of the child’s progress in science:

• Teacher observations
• Concept mapping
• Teacher-designed tasks
• Work samples and portfolios

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Organisational Planning: Roles and Responsibilities

Board of Management

It is the responsibility of the Board of Management to support and facilitate the school approach to the teaching of science, and to approve this approach within the context of the overall school plan.

Parents

The emphasis that the science curriculum places on the exploration of the environment will mean that the children’s families may help to enrich and support the programme in many ways. Parents and local people may contribute to science activities in the following ways:

• Participating in school review and planning of the programme
• Sharing knowledge and expertise
• Discussing the learning that takes places in the school
• Reviewing resources for specific aspects of the programme
• Helping to organise visits to places of  interest such as farms, factories, museums and science centres

Principal

• Oversees the development of the school plan
• Consults with the Board of Management and parents with regard to the provision of resources
• Ensures that sufficient time is made available for the teaching of science
• Identifies a teacher with particular expertise and interest in science to lead staff discussion and to draw up a policy document on the place, purpose and content of science

Special Duties Teacher

• Encourages teachers to participate in the formulation of the science plan
• Devises a written plan in consultation with the school staff
• Organises the necessary resources to implement the plan
• Presents draft documents to the staff at meetings
• Supports colleagues as they prepare schemes of work and implement the plan
• Informs new members of the teaching staff about the school plan
• Provides information for parents with regard to the implementation of the school plan in science

Other teachers

Children are more likely to gain from a curriculum when there is consistency in the approach taken by all teachers in the school.

• Devise balanced programmes in line with the school plan which cater for the needs of each child
• Provide information for parents about the class programme in science

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The Science Safety Code

The following rules are in addition to the Code of Behaviour for each class

• Never pick up science equipment without permission
• Always report an accident or breakage immediately. If you spill anything on yourself, wash with water and call for teacher’s help
• Never put anything in your mouth. Do not eat, drink or chew
• Never interfere with equipment
• Never make up your own experiments
• Never put glass or solids down the sink
• Always wash your hands after an experiment
• Wipe the tables and sink areas
• Always leave the area clean and tidy

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Infant Classes

Skills Development

*Throughout their science investigations, the children should be aware of and encouraged to adopt safe practices. They should adopt safety procedures in designing and making tasks, particularly when they are using tools and instruments.

Working scientifically

Questioning

• Ask questions about animals and plants, familiar objects and events in the immediate environment

Observing

• Use the senses to observe animals, plants, objects and events in the immediate environment
• Observe characteristics such as the shape, size, colour, pattern, texture, sound and smell of familiar things in the environment
• Observe differences and similarities

Predicting

• Guess and suggest what will happen next in structured situations

Investigating and experimenting

• Carry out simple experiments

Estimating and measuring

• Describe mass and length using non-standard units
• Compare and estimate
• Match objects of equal length

Analysing

Sorting and classifying

• Sort and group objects according to observable features

Recording and communicating

• Describe observations orally
• Represent findings pictorially

Designing and making

Exploring

• Handle and manipulate a range of materials in structured and unstructured situations
• Observe, investigate and describe familiar objects

Planning

• Imagine and suggest a possible object to be made
• Choose appropriate materials from a given limited range
• Talk about a plan and communicate it to others

Making

• Make simple objects
• Develop craft-handling skills and techniques
• Use a range of tools
• Use a range of materials

Evaluating

• Talk about own work during design and making tasks
• Report to others  on what he has done
• Discuss the work of peers

Content Strands

Strand: Living Things

Strand Unit: Myself

The child should be enabled to:

Variety and characteristics of humans

• Identify parts of the male and female body
• Recognise and measure physical similarities and differences between people

Human life processes

• Become aware of some changes that occur in children as they grow and mature
• Become aware that people have a variety of needs for growth
• Develop an awareness of human birth
• Use all the senses to become aware of and explore environments

Strand unit: Plants and animals

Variety and characteristics of living things

• Observe, discuss and identify a variety of plants and animals in different habitats in the environment
• Become aware of animals and plants in other environments
• Sort and group living things into sets
• Recognise and identify the external parts of living things

Processes of life

• Observe growth and change in living things
• Explore conditions for growth of bulbs and seeds
• Become aware that plants and animals undergo seasonal change in appearance and behaviour

Strand: Energy and forces

Light

• Identify and name different colours
• Sort objects into sets according to colour
• Observe colours in the local environment
• Explore dark and bright colours
• Discuss differences between day and night, light and shade

Sound

• Recognise and identify a variety of sounds in the environment
• Identify and differentiate between high and low sounds, loud and soft sounds
• Explore ways of making different sounds using a variety of materials

Heat

• Recognise the difference between hot and cold in terms of weather, food, water and the body
• Identify ways of keeping objects and substances warm and cold

Magnetism and electricity

• Use magnets of different shapes and sizes
• Investigate the fact that magnets attract different materials
• Become aware of the uses of electricity in the home and at school
• Identify some household appliances that use electricity
• Become aware of the dangers of electricity

Forces

• Explore forces such as pushing and pulling
• Explore how the shape of objects can be changed by pushing and pulling and other forces
• Investigate how forces act on objects

Strand: Materials

• Observe and investigate a range of familiar materials in the immediate environment
• Describe and compare materials, noting the differences in the colour, shape and texture
• Know about some everyday uses of common materials
• Group materials according to certain criteria

Materials and change

• Explore the effects of water on a variety of materials
• Observe and describe materials when they are wet and dry
• Identify some materials that are waterproof
• Explore the effects of heating and cooling on everyday objects, materials and substances

Strand: Environmental awareness and care

Caring for my locality

• Observe and appreciate the attributes of the local environment
• Appreciate that people share the environment with plant and animal life
• Identify, discuss and implement simple strategies for improving and caring for the environment

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Junior Infants

Source Book: All Around Me

Term 1:

Living Things

• Myself (page 2)
• My Body (page 4)
• Food (pp. 14 and 41)

Plants and Animals

• Pp. 5,6, 7, 8, 12.

Term 2:

• Myself (growing -up) - pp. 26, 27

Materials

• Hard and soft (p. 28)

Living Things

• Spring (pp. 29 -31)

Energy and Forces

• Water (pp. 34 -36)
• Floating and sinking

Materials

• Absorbency of water (p. 34)

Design

• Floating Boat

Third Term

Living Things

• Pp. 40, 42, 43, 44.

Plants and animals

Energy and forces

• Magnets (p. 48)

• Hot and cold (p. 19)

Environmental awareness

• Seasons

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Senior Infants

Term 1

Living Things

• Myself
• My body

Plants and Animals

• Autumn

Energy and Forces

• Electricity

Term 2

Plants and Animals

• Winter and spring

Materials

• Properties and characteristics of materials
• Materials and change

Term 3

Environmental awareness and Care

• Caring for my locality (water)

Living Things

• Plants and animals (summer)

Energy and Forces

• Forces (pushing and pulling
• Magnetism

Designing and making

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First and Second Classes

Throughout their science investigations, the children should be aware of and encouraged to adopt safe practices. They should adopt safety procedures in designing and making tasks, particularly when they are using tools and instruments.

Working scientifically

Questioning

• Ask questions about animals and plants, familiar objects and events in the immediate environment
• Ask questions that may lead to immediate investigations

Observing

• Observe accurately both inside and outside the classroom
• Use all the senses to observe animals, plants, objects and events in the immediate environment
• Observe characteristics such as the shape, size, colour, pattern, texture, sound and smell of familiar things in the environment
• Observe differences and similarities in the  environment
• Observe gradual changes in living things and familiar objects

Predicting

• Suggest outcomes on an investigation based on observations

Investigating and experimenting

• Carry out simple experiments
• Begin to suggest approaches and methods of solving problems
• Begin to identify one or two variables

Estimating and measuring

• Begin to use simple methods to estimate, measure and compare
• Compare and identify differences in measurements
• Appreciate the need for standard units

Analysing

Sorting and classifying

• Sort and group objects according to observable features
• Appreciate that there are  different criteria for sorting and suggest more than one way of sorting a number of items

Recognising patterns

• Begin to look for patterns and relationships in observations

Interpreting

• Draw conclusions from simple investigations

Recording and communicating

• Describe and discuss observations orally
• Represent findings using pictures, models and other methods

Designing and making

Exploring

• Handle and manipulate a range of materials in structured and unstructured situations
• Observe, investigate and describe familiar objects
• Recognise that people like certain characteristics of objects but not others

Planning

• Identify a need for new and revised designs
• Discuss what child would like to make
• Clarify and communicate through pictures or simple modelling the materials required to build the object
• Choose materials
• Talk about and communicate a plan of action

Making

• Make simple objects
• Develop craft-handling skills and techniques
• Use a range of tools
• Use a range of materials
• Understand that these materials can be linked in simple ways to allow movement

Evaluating

• Evaluate design ideas
• Evaluate own work
• Evaluate the work of peers

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First Class

Content Strands

Strand: Living Things

Strand Unit: Myself

The child should be enabled to:

Variety and characteristics of living things

• Name and identify external parts of the male and female body
• Become aware of the role of each sense in detecting information
• Recognise and measure physical similarities and differences between people

Human life processes

• Recognise that all living things grow
• Recognise that physical growth has taken place since birth

Strand unit: Plants and animals

Variety and characteristics of living things

• Observe, discuss and identify a variety of plants and animals in local  habitats in the environment
• Develop some awareness of plants and animals from wider environments

Processes of life

• Appreciate that living things have essential needs for growth

Strand: Energy and forces

Light

• Recognise that light comes from different sources
• Recognise that light is needed in order to see

Sound

• Recognise and identify a variety of sounds in the environment

Heat

• Become aware of different sources of heat energy

Magnetism and electricity

• Use magnets of different shapes and sizes
• Investigate the fact that magnets attract different materials
• Investigate that magnets attract certain materials through other materials

Forces

• Explore forces such as pushing and pulling

Strand: Materials

• Observe and investigate a range of familiar materials in the immediate environment
• Describe and compare materials, noting the differences in the colour, shape and texture

Materials and change

Heating and cooling

• Explore the effects of heating and cooling on a range of liquids and solids
• Become aware of and investigate the suitability of different kinds of clothes for variations in temperature
• Explore ways in which liquids and solids may be kept hot or cold

Strand: Environmental awareness and care

Caring for my locality

• Identify, discuss and appreciate the attributes of the local environment
• Observe and develop an awareness of living things in a range of habitats in local and wider environments
• Observe similarities and differences among plants and animals in different local habitats
• Begin to recognise that people, animals and plants depend on each other

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Second  Class

Strand: Living Things

Strand Unit: Myself

The child should be enabled to:

Human life processes

• Identify some requirements for growth and development in the human
• Begin to identify the main phases of the human life cycle
• Use all the senses to become aware of and explore environments

Strand unit: Plants and animals

Variety and characteristics of living things

• Recognise and describe the parts of some living things
• Group and sort living things into sets according to certain characteristics

Processes of life

• Explore through the growing of seeds, the need of plants for water and heat
• Investigate how plants respond to light
• Understand that seasonal changes occur in living things and examine the changes
• Become familiar with the life cycles of common plants and animals

Strand: Energy and forces

Light

• Investigate the relationship between light and materials
• Recognise that the sun gives us heat and light
• Become aware of the dangers of looking directly at the sun

Sound

• Explore ways of making different sounds using a variety of materials
• Design and make a range of simple percussion instruments

Heat

• Learn that temperature is a measurement of how hot something is
• Measure and compare  temperatures in different places in the classroom, school and environment

Magnetism and electricity

• Explore the effects of static electricity
• Become aware of the uses of electricity in school and at home
• Become aware of the dangers of electricity

Forces

• Become aware of and explore how moving water and moving air can make things move
• Observe and investigate the movement of objects such as toys on various materials and surfaces
• Investigate how forces act on objects

Strand: Materials

• Begin to distinguish between natural and manufactured materials
• Group materials according to certain criteria
• Identify and investigate materials that absorb water and those that are waterproof
• Begin to explore how different materials may be used in the construction of homes suited to their environments

Materials and change

Mixing and other changes

• Begin to investigate how materials may be changed by mixing
• Investigate the characteristics of different materials when dry and wet

Strand: Environmental awareness and care

Caring for my locality

• Realise that there is both an individual and a community responsibility for taking care of the environment
• Identify, discuss and implement simple strategies for improving and caring for the environment
• Identify and help to implement simple strategies for protecting, conserving and enhancing the environment
• Become aware of ways in which the environment can be polluted or harmed

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Third and Fourth Classes

Throughout their science investigations, the children should be aware of and encouraged to adopt safe practices. They should adopt safety procedures in designing and making tasks, particularly when they are using tools and instruments.

Working scientifically

Questioning

• Ask questions about animals and plants, familiar objects and events in the immediate environment
• Ask questions that may lead to immediate investigations
• Ask questions that will help in drawing conclusions and interpreting information

Observing

• Observe and describe natural and human elements and process in the immediate environment
• Observe and describe characteristics such as the shape, size, colour, pattern, texture, sound and smell of familiar things in the environment

Predicting

• Offer suggestions based on observations on the likely results of the investigation

Investigating and experimenting

• Collect information and data from a variety of sources
• Design, plan and carry out simple investigations
• Identify one or two obvious variables relating to the investigation
• Realise that an experiment is unfair if relevant variables are not controlled

Estimating and measuring

• Measure, compare and record mass, weight, capacity, time and temperature using appropriate standard units of measurement and simple equipment

Analysing

Sorting and classifying

• Sort and group data on people, events and natural phenomena using a range of appropriate criteria
• Sort and present data in sets and subsets

Recognising patterns

• Look for and recognise relationships when making observations
• Select appropriate observations that fit a pattern

Interpreting

• Interpret information and offer explanations
• Draw conclusions from suitable aspects of the evidence collected

Recording and communicating

• Record and present findings and conclusions using a variety of methods

Designing and making

Exploring

• Explore a wide range of everyday objects and how they work 
• Explore freely how a range of shapes, objects and other constructions can be made using a variety of materials
• Explore how some objects might be improved or adapted
• Recognise that people like certain characteristics of objects but not others, and investigate the reasons for these preferences 

Planning

• Recognise the need to change or adapt an object or surroundings
• Work collaboratively to create a design proposal
• Communicate and evaluate the design plan using sketches, models and ICT

Making

• Make a range of simple objects to solve practical problems
• Develop craft-handling skills and techniques
• Use appropriate tools
• Use a range of materials

Evaluating

• Recognise that modifications may have to be made throughout a task
• Evaluate the effectiveness of the new product and suggest modifications
• Evaluate the work of peers and propose modifications

Strand: Living things

Strand unit: Human life

Variety and characteristics of humans

• Become aware of the names and structure of some of the body’s major external and internal organs

Human life processes

• Develop an awareness of the importance of food for energy and growth
• Understand the physical changes taking place in both male and female during growth to adulthood
• Become aware of and investigate breathing
• Explore and investigate how people move

Strand unit: Plant and animal life

Variety and characteristics of living things

• Observe, identify and investigate the animals and plants that live in the local environment
• Develop an increasing awareness of plants and animals in the wider environment
• Observe and explore some ways in which plant and animal behaviour is influenced by, or adapted to, environmental conditions
• Sort and group living things into sets according to observable features
• Use simple keys to identify common species of plants and animals
• Understand that plants use light and energy from the sun
• Come to appreciate that animals depend on plants and indirectly on the sun for food

Processes of life

• Become aware of some of the basic life processes in animals
• Investigate the factors that affect plant growth

Strand: Energy and forces

Strand unit: Light

• Learn that light is a form of energy
• Recognise that light comes from different natural and artificial sources
• Investigate that light can be broken up into different colours
• Investigate the relationships between light and materials
• Investigate how mirrors and other shiny surfaces are good reflectors of light
• Recognise that sun gives us heat and light
• Be aware of the dangers of looking directly at the sun

Strand unit: Sound

• Learn that sound is a form of energy
• Recognise and identify a variety of sounds in the environment
• Understand and explore how different sounds may be made by making a variety of material vibrate
• Design and make a range of simple string instruments
• Explore the fact that sound travels through materials

Strand unit: Heat

Learn that heat can be transferred

Recognise that temperature is a measure of how hot something is

Measure changes in temperature using a thermometer

Measure and compare changes in different places in the classroom, school and environment

Understand that the sun is the Earth’s most important heat source

Identify ways in which homes, buildings and materials are heated

Strand unit: Magnetism and electricity

• Learn that magnets can push or pull magnetic materials
• Explore how magnets have poles and investigate how poles can attract or repel
• Explore the relationship between magnets and compasses
• Examine and classify objects and materials as magnetic and non-magnetic
• Explore the effects of static electricity
• Observe the effects of static electricity on everyday things in the environment
• Learn about electrical energy
• Investigate current electricity by construction simple circuits
• Examine and group materials as conductors or insulators
• Become aware of the dangers of electricity

Forces

• Explore how objects can be moved
• Explore how some moving objects can be slowed down
• Explore the effect of friction on movement through experimenting with toys and objects on various surfaces
• Investigate falling objects
• Explore how levers may be used to help lift different objects
• Investigate the pushing force of water

Strand: Materials

Strand unit: Properties and characteristics of materials

• Identify and investigate a range of common materials in the immediate environment
• Recognise that materials can be solid, liquid or gaseous
• Describe and compare materials, noting the differences in colour, shape and texture
• Distinguish between raw and manufactured materials
• Group materials according to their properties
• Investigate how materials may be used in construction

Strand unit: Materials and change

Heating and cooling

• Explore the effects of heating and cooling on a range of liquids, gases and solids
• Investigate the suitability of different kinds of clothes for variations in temperature
• Experiment to establish which materials are conductors of heat or insulators

Mixing and other changes

• Investigate how materials may be changed by mixing
• Investigate the characteristics of different materials when wet and dry
• Examine the changes that take place in materials when physical forces are applied
• Explore some simple ways in which materials may be separated

Strand: Environmental awareness and care

Strand: Environmental awareness

• Identify positive aspects of natural and built environments through observation, discussion and recording
• Identify the interrelationship of the living and non-living elements of local and other environments
• Become aware of the importance of the Earth’s renewable and non-renewable resources
• Recognise how the actions of people may impact upon the environments
• Come to appreciate the need to conserve resources

Strand unit: Science and the environment

• Begin to explore and appreciate the application of science and technology in familiar contexts
• Identify some ways in which science and technology contribute positively to the environment
• Recognise and investigate human activities which have positive or adverse effects on local and wider environments

Strand unit: Caring for the environment

• Examine a number of ways in which the local environment could be improved
• Identify and discuss a local, national or global environmental issue
• Realise that there is a personal and community responsibility for taking care of the environment

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Third Class

Reference: All Around Me (3)

Strand Units

• Human life
• Magnetism and electricity
• Properties and characteristics of materials
• Plants and animals
• Science and the environment
• Sound
• Caring for the environment
• Forces
• Light
• Heat
• Magnetism and electricity

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Fourth Class

Strand Units

• Living things
• Magnetism and electricity
• Materials and change
• Plants and animals
• Sound
• Science and the environment
• Heat
• Caring for the environment
• Environmental awareness

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Fifth and Sixth Classes

Throughout their science investigations, the children should be aware of and encouraged to adopt safe practices. They should adopt safety procedures in designing and making tasks, particularly when they are using tools and instruments.

Working scientifically

Questioning

• Ask questions about animals and plants, familiar objects and events in the immediate environment and their relationships
• Ask questions that will identify problems to be solved
• Ask questions that will help in drawing conclusions and interpreting information

Observing

• Observe, describe and discuss natural and human elements and process in the immediate environment
• Recognise and describe patterns and sequences in observations
• Distinguish between the significant and less significant observations

Predicting

• Offer suggestions based on observations on the likely results of the investigation
• Make inferences based on suggestions and observations
• Propose ideas that may be tested by experimentation

Investigating and experimenting

• Collect information and data from a variety of sources
• Design, plan and carry out simple experiments
• Realise that an experiment is unfair if relevant variables are not controlled
• Appreciate the importance of repeating tests and experiments

Estimating and measuring

• Use appropriate simple instruments and techniques to collect and record data on length, weight, mass, capacity, time and temperature
• Estimate and use appropriate standard units of measurement
• Decide what should be measured and the degree of accuracy required

Analysing

Sorting and classifying

• Sort and group data on people, events and natural phenomena using a range of appropriate criteria
• Sort and present data in sets and subsets

Recognising patterns

• Look for and recognise relationships when making observations
• Identify other instances that fit in observed patterns
• Use observed patterns to make predictions

Interpreting

• Interpret information and offer explanations
• Draw conclusions from suitable aspects of the evidence collected

Recording and communicating

• Record and present findings and conclusions using a variety of methods

Evaluating

• Review the methods used in investigations and assess their usefulness

Designing and making

Exploring

• Explore a wide range of everyday objects and how they work
• Explore freely how a range of shapes, objects and other constructions can be made using a variety of materials
• Explore how some objects might be improved or adapted
• Recognise that people like certain characteristics of objects but not others, and investigate the reasons for these preferences

Planning

• Use knowledge and the result of investigations to identify needs and /or opportunities to improve an object of environments in familiar contexts
• Understand that while change may be desirable, it may result in problems
• Develop the ability to draw designs showing different perspectives of proposed objects
• Communicate their design plan using sketches, models and other media including ICT
• Organise work, taking account of constraints and resources
• Present design proposal on a `design sheet’
• Evaluate the feasibility of the design proposal and possible modifications to it

Making

• Make a range of objects
• Identify problems with, or undesirable effects of, a design during construction
• Develop craft-handling skills and techniques
• Use a range of tools
• Use a range of material

Evaluating

• Evaluate the positive and negative impact of design on surroundings and others
• Discuss the stability and form of other made objects
• Justify the ideas, materials, joins, procedures and techniques used
• Discuss and justify modifications
• Appraise results against group’s initial plan and intentions

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Fifth Class

Strand: Living things

Variety and characteristics of humans

• Develop a simple understanding of the structure of some of the body’s major internal and external organs

Human life processes

• Develop a simple understanding of food and nutrition
• Become aware of and investigate breathing
• Identify and understand ways in which the body protects itself against disease and infection

Strand: Energy and forces

Strand unit: Light

• Learn that light is a  form of energy
• Know that light travels from a source
• Investigate the splitting and mixing of light
• Investigate the refraction of light
• Investigate how mirrors and other shiny surfaces are good reflectors of light
• Explore how objects may be magnified
• Appreciate the importance of sight
• Understand the role of sunlight in photosynthesis
• Be aware of the dangers of excessive sunlight

Strand unit: Sound

• Learn that sound is a form of energy
• Recognise and identify of sounds
• Understand and explore how different sounds may be made
• Design and make simple woodwind instruments
• Explore how sound travels through materials
• Appreciate the importance of hearing

Strand unit: Heat

• Experiment with a range of materials to establish that heat may be transferred in different ways
• Recognise a variety of source of heat
• Know that heat energy may be transferred
• Measure and record temperature using a thermometer

Strand : Materials

Strand unit: Properties and characteristics of materials

• Recognise that materials can be in solid, liquid or gas form
• Identify and investigate a widening range of materials in the immediate environment
• Explore the origins of these materials
• Group material according to their properties
• Identify how materials are used
• Recognise that a gas occupies space, has mass and exerts pressure
• Recognise that some materials decay naturally while others survive for a long time in the environment
• Become aware that air is composed of different gases
• Become aware of some of the practical applications of these gases in everyday life

Strand unit: materials and change

Heating and cooling

• Explore the effects of heating and cooling on a range of solids, gases and liquids
• Experiment to establish which materials are good conductors of heat or good insulators
• Identify ways in which home s and buildings are heated and insulated
• Recognise how heating and cooling can be used to preserve food

Mixing, separating and other changes

• Investigate how a wide range of materials can be changed by mixing
• Investigate the effects of  light, air and water on materials
• Examine the changes that take place on materials when physical forces are applied
• Recognise that oxygen is required for burning
• Explore some simple ways in which materials may be separated

Strand: Environmental awareness and care

Strand: Environmental awareness

• Identify positive aspects of natural and built environments through observation, discussion and recording
• Explore some examples of the interrelationship of living and non-living aspects of the local and other environments
• Become aware of the importance of the Earth’s renewable and non-renewable resources
• Foster an appreciation of the ways in which people use the Earth’s resources
• Come to appreciate the need to conserve resources

Strand unit: Science and the environment

• Appreciate the application of science and technology in familiar contexts
• Examine some ways that science and technology have contributed positively to the use of the Earth’s resources
• Recognise the contribution of scientists to society
• Recognise and investigate aspects of human activities that may have positive or adverse effects on environments

Strand unit: Caring for the environment

• Participate in activities that contribute to the enhancement of the environment
• Identify and discuss a local, national or global environmental issue
• Come to appreciate individual, community and national responsibility for environmental care

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Sixth Class

Strand: Living things

Strand unit: Plant and animal life

Variety and characteristics of living things

• Observe , identify and examine the plants and animals that live in local habitats and environments
• Develop an increasing awareness of plants and animals from wider environments
• Identify the interrelationships and interdependence between plants and animals in local and other habitats
• Become aware of the sun as a source of energy for plants
• Observe and explore some ways in which animal and plant life is influenced, or adapted to, environmental conditions
• Recognise that there is a great diversity of plants and  animals in different regions and environments
• Group and compare living things into sets
• Become familiar with the characteristics of some major groups of living things
• Construct and use simple keys to identify locally occurring species of plants and animals

Processes of life

• Become aware of some of the basic life process in animals and plants
• Investigate the factors that affect plant growth
• Understand some ways in which plants reproduce

Strand: Energy and forces

Strand unit: Magnetism and electricity

• Learn that magnets can push and pull materials
• Investigate how magnets may be made
• Explore the use of magnets to lift and hold objects
• Learn about electrical energy
• Investigate current  electricity by constructing simple circuits
• Become aware of how some common electrical appliances work
• Become aware of and understand the dangers of electricity

Strand unit: Forces

• Identify and explore how objects and materials may be moved
• Explore the effect of friction on movement
• Explore how friction can generate heat
• Come to appreciate that gravity is a force
• Become aware that objects have weight because of the pull of gravity
• Explore how levers may be used to lift different objects

Strand: Environmental awareness and care

Strand: Environmental awareness

• Identify positive aspects of natural and built environments through observation, discussion and recording
• Explore some examples of the interrelationship of living and non-living aspects of the local and other environments
• Become aware of the importance of the Earth’s renewable and non-renewable resources
• Foster an appreciation of the ways in which people use the Earth’s resources
• Come to appreciate the need to conserve resources

Strand unit: Science and the environment

• Appreciate the application of science and technology in familiar contexts
• Examine some ways that science and technology have contributed positively to the use of the Earth’s resources
• Recognise the contribution of scientists to society
• Recognise and investigate aspects of human activities that may have positive or adverse effects on environments

Strand unit: Caring for the environment

• Participate in activities that contribute to the enhancement of the environment
• Identify and discuss a local, national or global environmental issue
• Come to appreciate individual, community and national responsibility for environmental care

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