1. The new science curriculum for Years 3 & 4
Led by Naomi Hiscock

2. Aims
To be familiar with the changes in the new curriculum and how these affect current curriculum maps
To explore in more detail working scientifically and on going provision
To identify areas for support in the next session

3. The new curriculum - timeline
Finalised in September 2013
Can be implemented in year 3 and 4 now, must be in place for September 2014
Year 1 and 5 in place for September 2014
Year 2 and 6 in place for September 2015

4. The new curriculum - rebranding
Scientific enquiry is now called working scientifically- it is still at the core of the curriculum
SC2 – life processes and living things
Animals, including humans
Plants
Living things and their habitats
SC2 – materials and their properties
Everyday materials
Uses of everyday materials
Rocks
States of matter
Properties and changes of materials
SC4 – physical processes
Light
Forces and magnets
Sound
Electricity
Earth and space

5. The new curriculum - changes
Some content has gone
Some has moved
Some is new
What do you want to focus on during the next session?

6. Progression Progression in knowledge is more clearly mapped out
Pick a strand and explore how the year 3 and 4 content fit between the other phases.
Is progression clear in all strands?

7. New opportunities Greater focus on outdoor learning
An opportunity to rethink how we approach science
There are not 6 units per year
Ongoing units – life cycle of plants year 3, classification year 4

8. Life cycle of flowering plants
What evidence is there for the life cycle of a flowering plant?

9. Classification of living things
Classifying trees
What clues can we use to identify or classify trees?

10. Working scientifically
Focus on different types of enquiry
Exploration – discussing materials
Classification – sorting materials
Comparative/fair testing - transparency
Observation over time - evaporation
Pattern seeking - skeletons
Researching – questions about bones

11. Looking for patterns Do people with …………………… have ……………………… ?
Can people with ……………………. …………………………….. ?

12. Gap tasks
Explore your local area and identify good spots for your ongoing unit
Begin to get outside on a regular basis
When planning consider the type of enquiry that children will be using

13. Resources Materials Torches Dataloggers
Rulers, tape measures, metre sticks
Bottles of water
Trays
Paper towels