{"id":7552,"date":"2022-10-06T09:37:56","date_gmt":"2022-10-06T09:37:56","guid":{"rendered":"https:\/\/www.hartelwickfederation.org.uk\/hart\/?page_id=7552"},"modified":"2026-01-16T14:49:28","modified_gmt":"2026-01-16T14:49:28","slug":"science","status":"publish","type":"page","link":"https:\/\/www.hartelwickfederation.org.uk\/hart\/science\/","title":{"rendered":"Science"},"content":{"rendered":"\n

Our Science Vision:
High quality science education that inspires pupils to, and prepares them for, work in scientific industries. Synthesised knowledge that enables children to think critically about the world around them and solve problems that are yet to be discovered.<\/strong><\/p>\n\n\n\n

<\/div>\n\n\n\n

What does it mean to be a scientist? What do scientists do?<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Why is it important to know what it means to be a scientist?<\/strong><\/p>\n\n\n\n

Research from the Organisation for Economic Co-operation and Development (OECD) found that, by the age of seven, children have already begun making assumptions about what type of people will enter different types of work and what sort of careers may be possible for them. Indeed, the report finds that commonly \u2018young people consider only the jobs that are already familiar to them, from friends and family.\u2019<\/em><\/p>\n\n\n\n

\u2019The effects of this are long-lasting as the research found \u2018minimal changes\u2019 in the career attitudes between the ages of 7 and 17.<\/p>\n\n\n\n

Hart Primary School take their responsibility to careers education seriously and are guided by the OECD\u2019s statement of<\/p>\n\n\n\n

\u201cYou can\u2019t be what you can\u2019t see.\u201d<\/p>\n\n\n\n

<\/div>\n\n\n\n

Local Labour Market Information<\/strong><\/p>\n\n\n\n

Sector<\/td>Hartlepool (%)<\/td>National (%)<\/td><\/tr>
Manufacturing (including engineering solutions)<\/td>12.1<\/td>8.1<\/td><\/tr>
Electricity, gas, steam and air conditioning supply<\/td>2.8<\/td>0.5<\/td><\/tr>
Water supply; sewerage,  waste management and remediation activities<\/td>1.6<\/td>0.7<\/td><\/tr>
Construction<\/td>6<\/td>4.7<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
<\/div>\n\n\n\n

How do we support this work?<\/strong><\/p>\n\n\n\n

The opportunities we give our pupils to raise awareness of different careers and prepare them for the world of work, including in scientific industries, can be found in our Careers Protocol<\/a>.<\/p>\n\n\n\n

Who have we been talking to?<\/strong><\/p>\n\n\n\n

\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n<\/figure>\n\n\n\n
<\/div>\n\n\n\n

The Hart Primary Science Curriculum<\/strong><\/p>\n\n\n\n

At the heart of the Hart Primary Science curriculum is the substantive and disciplinary knowledge that children need to prepare them for success in their education journey and to prepare them for work in scientific industries.<\/p>\n\n\n\n

Substantive science knowledge is the core learning from the disciplines of biology, chemistry and physics.<\/p>\n\n\n\n

Disciplinary science knowledge is the 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. This also includes the application of mathematical knowledge to collect, present and analyse data. Success in this strand enables pupils to work scientifically and appreciate the contribution and development of scientific knowledge over time (threaded through our Disciplinary Knowledge Strand Progression \u2013 see below)<\/p>\n\n\n\n

Our curriculum is based on the National Curriculum and makes use of the Science Capital Teaching Approach from UCL and Kings College research (Godec, S., King, H. & Archer, L. (2017) The Science Capital Teaching Approach: engaging students with science, promoting social justice. London: University College London).<\/em><\/p>\n\n\n

\n
\"\"<\/figure><\/div>\n\n\n
<\/div>\n\n\n\n

Our Science Principles<\/strong><\/p>\n\n\n\n

1. Personalising and Localising<\/p>\n\n\n\n

Our Science curriculum is based on the National Curriculum and is personalised to the needs of our pupils and their local context. We have strong links with local industry and hear from guest speakers (at local, national and international level) from a range of scientific disciplines.<\/p>\n\n\n\n

2. Eliciting, Valuing and Linking<\/p>\n\n\n\n

Children are given lots of opportunities to explore and ask questions. Curiosity is highly valued. We encourage children to make links between their knowledge and with the wider world of science. Children know where their studies can take them.<\/p>\n\n\n\n

3. Pupil Leadership and Careers (Building the Science Capital Dimensions)<\/p>\n\n\n\n

Pupils have the opportunity to lead on areas of Science through our Junior Leadership Team and Lab Technicians groups. These groups make a valuable contribution to Science at whole-school level. Our Careers Protocol supports understanding and engagement with the work of scientists.<\/p>\n\n\n\n

Key Documents<\/strong><\/p>\n\n\n\n

Science Substantive Knowledge Strand Progression<\/a><\/div>\n\n\n\n
Science Disciplinary Knowledge Strand Progression<\/a><\/div>\n\n\n\n

Curriculum Overview<\/h3>\n\n\n\n
SCIENCE<\/strong>
CYCLE A<\/strong><\/td>		Autumn 1<\/strong><\/td>Autumn 2<\/strong><\/td>Spring 1<\/strong><\/td>Spring 2<\/strong><\/td>Summer 1<\/strong><\/td>Summer 2<\/strong><\/td><\/tr>
EYFS (Understanding the World)<\/td>Contrasting environments (plants and animals) \u2013 South Africa\/Forests<\/td>Day and Night<\/td>Freezing and melting \u2013 changes in processes<\/td>Chicks \u2013 life cycle<\/td>Materials \u2013 recycling\/littering<\/td>Farm habitat and farm animals<\/td><\/tr>
Year 1 and 2<\/strong><\/td>Trees \u2013 Do Trees Die in Winter?
Evergreen, deciduous<\/td>		Human body \u2013 basic needs, exercise, hygiene, offspring<\/td>Minibeasts<\/td>Animals \u2013 fish, amphibians, reptiles, birds, mammals, insects \u2013 offspring<\/td>Materials<\/td>Beach \u2013 costal habitats<\/td><\/tr>
Year 3 and 4<\/strong><\/td>Animals including humans \u2013 teeth, skeleton, muscles<\/td>Observing changes of states<\/td>Forces \u2013 magnets<\/td>States of matter \u2013 evaporation and condensation<\/td>Pollination<\/td>Sound<\/td><\/tr>
Year 5 and 6<\/strong><\/td>Electricity<\/td>FORCES \u2013 gravity and levers (gears and pulleys covered in DT)<\/td>CLASSIFICATION\/ANIMAL TYPES (penguins) \u2013 Living things and their habits<\/td>Microorganisms<\/td>EARTH AND SPACE \u2013 Sun, Earth and Moon and other planets <\/td>EARTH AND SPACE \u2013 Sun, Earth and Moon and other planets <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
SCIENCE<\/strong>
CYCLE B<\/strong><\/td>		Autumn 1<\/strong><\/td>Autumn 2<\/strong><\/td>Spring 1<\/strong><\/td>Spring 2<\/strong><\/td>Summer 1<\/strong><\/td>Summer 2<\/strong><\/td><\/tr>
EYFS (Understanding the World)<\/strong><\/td>Explore harvested crops and animals \u2013 Observe and recording by drawing \u2013 harvest<\/td>Changes in process \u2013 seasons<\/td>Contrastive environments \u2013 South pole\/England<\/td>Minibeasts \u2013 Caterpillar life cycle<\/td>Materials \u2013 sorting \u2013 selecting for purpose (Three Little Pigs)<\/td>Beach habitats<\/td><\/tr>
Year 1 and 2<\/strong><\/td>Animals \u2013 carnivore, herbivore, omnivore<\/td>Materials \u2013 waterproof\/rubber<\/td>Plants<\/td>Human body \u2013 body parts and senses<\/td>MARY ANNING \u2013 Work of a real scientist (preparation for rocks and soils in KS2)<\/td>Planting and growing \u2013 wild vs garden plants \/ microhabitats<\/td><\/tr>
Year 3 and 4<\/strong><\/td>Digestive system<\/td>Food chains \u2013 classification key for rainforest animals<\/td>Electricity (DT link)<\/td>Rocks and soils<\/td>Seed dispersal<\/td>Light<\/td><\/tr>
Year 5 and 6<\/strong><\/td>ANIMAL\/PLANT ADAPTATION AND EVOLUTION<\/td>CIRCULATORY AND RESPIRATORY SYSTEM \u2013 Animals including humans<\/td>IMPACT OF DRUGS, LIFESTYLE AND DIET ON HUMAN BODY \u2013 Animals including humans<\/td>REVERSIBLE CHANGE \u2013 Properties and changes of materials<\/td>Light<\/td>LIFECYCLES AND REPRODUCTION<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Knowledge organisers for each half term\u2019s unit of learning will be sent as QR codes to parents to support learning at home. These are also available any time from our school office.  <\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

\n
<\/div>\n\n\n\n
<\/div>\n<\/div>\n\n\n\n

<\/a><\/p>\n\n\n\n

<\/div>\n\n\n\n

PD Ports<\/strong><\/p>\n\n\n\n

\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n<\/figure>\n\n\n\n
<\/div>\n\n\n\n

Reading in Science<\/strong><\/p>\n\n\n\n

Our Y5\/6 Reading Passports include the following texts:<\/p>\n\n\n\n

<\/div>\n\n\n\n
\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n<\/figure>\n\n\n\n
<\/div>\n\n\n\n

Useful Links for parents<\/strong><\/p>\n\n\n\n

Oak Academy \u2013 https:\/\/www.thenational.academy\/?gclid=EAIaIQobChMIgIvqk7PE-gIVFOvtCh0yigEXEAAYASAAEgJNe_D_BwE<\/a><\/p>\n\n\n\n

Stemettes (Girls in Science) \u2013 https:\/\/stemettes.org\/<\/a><\/p>\n\n\n\n

BBC Bitesize Science \u2013 https:\/\/www.bbc.co.uk\/bitesize\/subjects\/z7nygk7<\/a><\/p>\n\n\n\n

Science Boot Camp for Upper Key Stage 2 https:\/\/www.yearsix.co.uk\/science-boot-camp\/<\/a><\/p>\n\n\n\n

Science Museum \u2013 https:\/\/www.sciencemuseum.org.uk\/home<\/a><\/p>\n\n\n\n

Science Experiments you can try at home \u2013 https:\/\/www.goodhousekeeping.com\/life\/parenting\/g32176446\/science-experiments-for-kids\/<\/a> British Space Agency \u2013 https:\/\/www.gov.uk\/government\/organisations\/uk-space-agency<\/a><\/p>\n\n\n\n

Any clubs, websites, agencies and organisations listed on this webpage outside of Hart Primary School are independent of the school.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Our Science Vision:High quality science education that inspires pupils to, and prepares them for, work in scientific industries. Synthesised knowledge that enables children to think critically about the world around them and solve problems that are yet to be discovered. What does it mean to be a scientist? What do scientists do? Why is it […]<\/p>\n","protected":false},"author":8,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-7552","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/pages\/7552","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/comments?post=7552"}],"version-history":[{"count":13,"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/pages\/7552\/revisions"}],"predecessor-version":[{"id":10204,"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/pages\/7552\/revisions\/10204"}],"wp:attachment":[{"href":"https:\/\/www.hartelwickfederation.org.uk\/hart\/wp-json\/wp\/v2\/media?parent=7552"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}