Broadoak Primary School

Science

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• Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects.
• Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development.
• Provide sufficient funding to ensure that implementation is high quality.

• Hook: An exciting initial starting point that grasps children’s interest and raises the awareness of the new science concept.
• Concept mapping/prior learning is gathered.
• Retrieval/ overlearning of key elements of Science previously covered in previous year groups through quizzes/ ‘Relight my science’.
• Learning review: Brief review of learning covered in previous lesson/s.
• Specify key vocabulary to be used and its meaning.
• Introduce new information using relevant vocabulary.
• Communicate their Science knowledge and understanding appropriately through prediction/discussion/observation/investigation planned in class/group or individual.
• Record findings using a levelled graph/table or chart and interpret these using vocabulary and knowledge.
• Answer questions using appropriate scientific terminology and vocabulary.
• Evaluate their learning drawing from previous science studied.
• Demonstrate learning by completion of a second concept map or similar and compare this to the initial one.
• Learning in class will be supported and extended by the inclusion of educational visits and visitors.
• Role models studied as part of the relevant units at the relevant time over the year to contextualise studying these chosen scientists allowing children to make sense of their importance.
• References made to the future career opportunities from studying the unit. 

• A developed understanding of the knowledge and skills of scientists at an age-appropriate level.
• A progression of understanding of knowledge and scientific enquiry in all scientific strands (Biology, Chemistry and Physics), with appropriate vocabulary which supports and extends.
• Confidence in discussing science, their own work and identifying their own strengths and areas for development.
• To be able to recall key aspects of their prior learning.
• To articulate with confidence their current learning and understanding
• To know what an accomplished Broadoak Scientist is.

• Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery.
• Create a curriculum map which ensures appropriate coverage of knowledge, skills and vocabulary.
• Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as historians.
• Ensure an appropriate progression of history skills and knowledge is in place over time so that pupils are supported to be the best historians they can be, and challenge teachers to support struggling historians and extend more competent ones.
• Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
• Identify historians who underpin specific areas of the curriculum and raise aspirations for pupils.
• Keep up to date with current history research and subject development through an appropriate subject body or professional group.--==

• Provide appropriate quality resources for each area of the curriculum; books, equipment, IT availability.
• Have developed learning walls which include carefully chosen vocabulary and visual aids which children can constantly refer back to in order to support their learning.
• Learning walls will capture evidence over time for identified children and will create a reference to be made by teachers and children.
• Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.
• Have access in reading corners to scientific texts which are relevant to the current topic in order to extend and further engage children in their learning.
• Key texts within English which are connected to Science, and are used to broaden children’s understanding of science concepts, skills and vocabulary.

• Pupils have had opportunities for practice and refinement of scientific enquiry skills.
• Children have had opportunities to revisit prior learning.
• A varied and engaging curriculum which develops a range of scientific skills.
• Planned, predicted, investigated, carried out, recorded and evaluated a particular element of a unit studied which showcases the knowledge and skills learned.
• Clear progression of skills evident in line with expectations set out in the progression grids.
• Reflections of their learning to demonstrate understanding.
• That pupils, over time, develop a range of skills and techniques across all of the areas of the science curriculum.
• Children who are able to articulate their knowledge and learning to another person in a clear and concise  way. 

• Follow the curriculum map and know where the Science units fits into the whole curriculum.
• Deliver learning from the leaning journeys which have been sequenced to develop knowledge, skills and understanding.
• Teach vocabulary which is essential to support children’s knowledge.
• Personally pursue support for this subject if needed by drawing upon the expertise of the subject leader to develop their subject knowledge and skills gaps prior to teaching.
• Ensure that resources are appropriate, of high quality and are plentiful so that all pupils have the correct tools and materials.

• Motivated because they are challenged by the curriculum which they are provided with.
• Engaged in the learning as the curriculum is delivered in a variety of ways including discussion, observation, exploration, research, investigating, questioning, recording, evaluating and use of technology.
• Resilient learners who overcome barriers and understand their own strengths and areas for development.
• Able to critique their own work as a scientist because they know how to be successful.
• Safe and happy in science lessons which give them opportunities to explore their own development.
• Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on scientific skills and knowledge.
• Develop scientific skills and confidence over time because of careful planning, focused delivery and time to practice skills over that time.
• Develop empathy and understanding of science in the past and the struggles some scientists overcame and are currently faced with (inspirational role models)

• Celebrate the successes of pupils through planned displays and achievement assemblies.
• Collate appropriate evidence over time which evidences that pupils know more and remember more.
• Monitor the standards in Science throughout school to ensure the outcomes are at least expected levels by talking to children, looking at their books, and completing learning walks/drop-ins to assess the extent to which children know more and remember more.
• Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.
• Keep samples of children’s work in a portfolio which shows the expected level of achievement in each year of the school.
• Continue to refer to the school priorities in science and pinpoint where our curriculum is performing within the initial vision of Intent for science.
• Continue to remain up to date with science initiatives and CPD available to ensure the most relevant information is known about science to inform the future vision.

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Children will leave us with a Backpack of knowledge, skills and understanding as detailed below:

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In their Broadoak Backpack for Life,

an accomplished Scientist will…x

• Be able to use their knowledge to predict results and give a valid reason in an evaluation or conclusion.
• Be able to make their scientific and critical thinking clear to other
• Show curiosity through their use of Working Scientifically and be proficient in questioning, investigating, observing and identifying.
• Be inspired by science and the work of scientists today and in the past, with a desire to learn more in their future education.
• Have an in-depth understanding of the three strands of Science: Biology, Chemistry and Physics and know how they are different from each other.

**

Whole School

Science

Curriculum Overview

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Autumn

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Children will observe our outdoor grounds of the school.

They will also make observations of how the weather and environment has changed over time.

Why is food so glorious?

Diet and food

Children will focus on healthy and unhealthy foods and discussing the foods they like to eat and why.   

How do things grow?

Observe how a seed becomes a plant. Children take part in a variety of activities that involve observation of growth of seeds over time. 

They will also look at the importance of recycling and begin looking at sorting materials into groups. 

*Forest School Unit

How do I stay warm in the Antarctic?

What is the best material for my swimming shorts / costume?

 Year 1 

(First Half Term)

**

Children will learn the basics of how to light a fire and will observe adults doing this safely. 

Children will also work outdoors using resources and stories that encourage imaginative learning. 

**

The children will learn to identify, sort and name the five different animal groups that make up the animal world and give an example of each (fish, amphibians, reptiles, birds and mammals, including pets).  They will be able to name two common carnivores, omnivores and herbivores and will be able to say how different animals are different and how they are the same (describe and compare)

**

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The children will learn three wild and three garden plant names and three types of deciduous and evergreen trees found in the school grounds.  They will learn the differences and similarities between plants and trees.

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National Curriculum Objective:

N/A

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National Curriculum Objective: 

• I can identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
• I can identify and name a variety of common animals that are carnivores, herbivores and omnivores
• I can describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

**

**

National Curriculum Objective: 

• I can identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
• I can identify and describe the basic structure of a variety of common flowering plants, including trees.

Why are humans not like clownfish?

What's growing around our school?

Year 1

(Second Half Term)

**

The children will learn that humans are part of the animal kingdom.  They will know that humans have five senses that help in survival.  They will be able to say which body part is linked to all of the five senses and say what they do.  They will also become able to identify different aspects of each sense - bright/dim sights, sharp/smooth to touch, loud/quiet sounds, pleasant/strong smells, sweet/bitter/sour/salty to taste.  They will develop the skill of making and explaining their  predictions using their scientific skills.

**

**

The children will learn to name and state the uses up to five materials.  They will be able to state one property of each material and explain what this means.  The children will be able to group materials depending on whether they are natural or man made.

**

The children will learn to make a prediction based upon their prior knowledge.  They will understand and use the terms transparent and opaque and understand and use the terms absorbent and waterproof.  They will be able to talk about reasons why I have they have an opinion about scientific concepts.

**

National Curriculum Objective:

• I can identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
• I know that humans belong in the animal kingdom and are traditionally CARNIVORES. 

**

National Curriculum Objective:

• I can distinguish between an object and the material from which it is made
• I can identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
• I can describe the simple physical properties of a variety of everyday materials
• I can compare and group together a variety of everyday materials on the basis of their simple physical properties

**

National Curriculum Objective:

• I can distinguish between an object and the material from which it is made
• I can identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
• I can describe the simple physical properties of a variety of everyday materials.
• I can compare and group together a variety of everyday materials on the basis of their simple physical properties.

How do I stay Healthy?

Which Animals would Emelia Earhart have seen on her flight over the Atlantic?

What’s so special about Space?

Year 2

(First Half Term)

**

The children will learn and understand why exercise is so important to the health and survival of humans. They will explore healthy and unhealthy foods and understand that a balance of all food types is what keeps us healthy.  They will learn that between 5-7 fruits/veg (Healthy foods) are encouraged each day to stay healthy and understand what basic hygiene is (i.e. washing/keeping clean/brushing teeth every day).  The children will understand that humans survive by having babies that grow and change over time (baby, toddler, child, teenager, adult, elderly) and know that humans also need air and water alongside food to survive.  

**

**

The children will understand that some things are alive, some are dead and some have never been alive.  They will know the names of different animals from birth onwards e.g. puffling - puffin and know the order of and understand a food chain and can make and follow a simple 3 step food chain.  They will build upon the knowledge attained in the previous Biology unit about the basic needs of humans for survival and apply this when discussing other animals in their natural habitats.  

** 

The children will know the names of the planets in our solar system and know that the sun is a star.  They will learn that there are different phases of the moon and know that the moon appears different shapes during these phases.

I know what the ‘atmosphere’ is and what it’s function is.  *

**

**

National Curriculum Objective:

• I notice that humans, have offspring which grow into adults
• I can find out about and describe the basic needs of humans, for survival (water, food and air) 
• I can describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

**

National Curriculum Objective: 

• explore and compare the differences between things that are living, dead, and things that have never been alive
• identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
• identify and name a variety of plants and animals in their habitats, including microhabitats
• describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

**

National Curriculum Objective:  

• Know what the atmosphere is and it’s function
• Name of the planets in our solar system
• Know the sun is a star
• To know the moon appears different shapes due to it’s phases (observation) 

Why do Fire-fighters wear special clothes?

What does a plant need to grow?

Forest School Unit 

Year 2 

(Second Half Term)

**

The children will know why different materials are suitable for various purposes and know that a type of material is suitable for more than one function (job)- eg- metal).  

They will learn about a key historical scientist who developed a useful ‘new’ material- eg- John Dunlop (tyres), Charles Macintosh(raincoat) or John McAdam (tarmac/road construction)

**

**

The children will learn that not all plants start life as the same thing.  They will be able to name and describe three plants that come from bulbs and three plants that come from seeds.  They will also learn what plants need to be able to germinate, grow and thrive and understand how the absence of these will affect the plants’ growth. 

 **

Children will further their knowledge of trees in particular those which are found within our school grounds. They will focus on texture work, using 'The Green Man' as a story to base work around.

Children will also use tools safely to sharpen sticks that they will use to cook on. 

Children will be able to tell another person how to light a fire building on skills taught in Year 1. 

**

National Curriculum Objective:

• I can identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
• Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

**

**

National Curriculum Objective: 

• I can observe and describe how seeds and bulbs grow into mature plants
• I can find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

**

National Curriculum Objective: 

N/A

What can a rock tell me?

Forest School Unit

How does a blossom become an apple?

Year 3

 (First Half Term)

**

The children will learn and be able to explain how fossils are formed.  They will be able to state the different names for the different types of rocks (main three) and know that some rocks change due to weathering/rubbing together/water 

**

*

Children will link their Forest school learning on the Stone Age and will learn skills needed to tie and knot, including some aspects of wrapping. 

They will scientifically use fire safety knowledge to discuss how different fuels can be used to fire start and talk about the best conditions to do this most effectively. 

**

** 

The children will learn the function of root, stem/trunk, leaves and flowers.  They will learn that as well as air, light and water, plants need nutrients and space to grow

**

National Curriculum Objective:

• I can compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
• I can describe in simple terms how fossils are formed when things that have lived are trapped within rock
• I recognise that soils are made from rocks and organic matter.

**

National Curriculum Objective: 

N/A

**

National Curriculum Objective:.

• I can identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
• I can explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
• I can investigate the way in which water is transported within plants
• I can explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

**

What if there was no light?

 What are magnets attracted to?

How does an athlete move so quickly?

Year 3

(Second Half Term)

**

The children will learn that we need light to see.  They will investigate shadows and understand that light can be reflected.  They will learn that sunlight can be dangerous and how to stay safe in the sun.

** 

The children will learn what a magnet is and how they work in everyday life.  They will know that some metals are magnetic and others are not and will be able to name three of each.  They will also learn that magnets use a type of force to work involving 2 poles

**

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The children will learn about the functions of the skeleton.  They will know the seven key  nutrients (protein, carbohydrates, water, minerals, vitamins, fibre and fats) and their importance for our body.

**

National Curriculum Objective:

• I can recognise that I need light in order to see things and that dark is the absence of light
• I notice that light is reflected from surfaces
• I recognise that light from the sun can be dangerous and that there are ways to protect their eyes
• I recognise that shadows are formed when the light from a light source is blocked by a solid object
• I find patterns in the way that the size of shadows change. 

**

National Curriculum Objective:

• I can compare how things move on different surfaces
• I notice that some forces need contact between two objects, but magnetic forces can act at a distance.
• I can observe how magnets attract or repel each other and attract some materials and not others.
• I compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials.
• I can describe magnets as having two poles.
• I can predict whether two magnets will attract or repel each other, depending on which poles are facing. 

**

**

National Curriculum Objective:

• I can identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
• I can identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Why is the sound Little Mix make enjoyed by so many? 

What happens to the food and drink as it travels through my body?

Forest School Unit

Year 4

(First Half Term)

*

The children will learn that sound is caused by vibrations and know pitch and volume of a sound can be changed

**

The children will learn about the different types of teeth in humans and their function (and how to look after them.  They become familiar with the terms producers, predators and prey and be able to describe the basic process of digestion.

**

**

Children will learn more about team building and solving problems practically in a co-operative and scientific way. 

Some of the unit will then link to Greek Mythology where they will build upon the skills taught in Year 3 in tying knots and the use of natural materials to create structures. 

In fire work, children will begin to try out fire starting methods for themselves with  scaffolded support. 

*

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National Curriculum Objective:

• I can identify how sounds are made, associating some of them with something vibrating.
• I recognise that vibrations from sounds travel through a medium to the ear.
• I can find patterns between the pitch of a sound and features of the object that produced it.
• I can find patterns between the volume of a sound and the strength of the vibrations that produced it.
• I recognise that sounds get fainter as the distance from the sound source increases.

**

National Curriculum Objective:

• I can describe the simple functions of the basic parts of the digestive system in humans
• I can identify the different types of teeth in humans and their simple functions
• I can construct and interpret a variety of food chains, identifying producers, predators and prey.

**

National Curriculum Objective:

N/A

Could we cope without electricity for one day?

Does water always flow? 

Which wild animals and plants thrive in Worsley/Swinton?

Year 4

(Second Half Term)

**

The children will learn the components of an electrical circuit and know three common conductors and three common insulators.  They will also learn that a switch opens and closes a circuit.

**

The children will know how to use a classification key.  They will learn the difference between a vertebrate and invertebrate with examples e.g. fish, amphibians, reptiles, birds and mammals, snails, slugs, worms, spiders and insects

**

The children will be able to sort a selection of materials into those which are solid, liquid or gas at room temperature.  They will know waters three states of matter and will be able to measure or research the temperature at which water changes state in Celsius (°C).  They will be able to use the words evaporate and condense to describe the water cycle and can describe how temperature affects the rate of evaporation.

**

National Curriculum Objective:

• I can identify common appliances that run on electricity.
• I can construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
• I can identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
• I recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
• I recognise some common conductors and insulators, and associate metals with being good conductors.

**

**

National Curriculum Objective:

• I recognise that living things can be grouped in a variety of ways
• I can explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
• I recognise that environments can change and that this can sometimes pose dangers to living things.

**

National Curriculum Objective:

• I can compare and group materials together, according to whether they are solids, liquids or gases
• I observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
• I can identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Do all animals and plants start life as an egg?

Will we ever send another human to the moon?

In 50 years how will you be different?  

Year 5

(First Half Term)

The children will be able to observe changes and ask pertinent questions about life cycles in the local environments over the year- eg- plants in the vegetable/flower/woodland garden areas around school.  They will know the differences in life cycles of different animals groups (look at examples of a reptile, mammal, bird, amphibian and a fish OR look at life cycles of these in different environments in the world.  They will learn that life cycles also occur in plants as well as animals and understand that reproduction occurs in both the plant and animal kingdoms- this is either sexual or asexual and I know the difference between these. The children will talk about the important work of one of the following: Jane Goodall or David Attenborough- a animal behaviourist/ naturalist.  

**

**

The children will learn that the Earth (and all others in our solar system) move around the sun and that these are all spherical bodies.  They will understand that the moon moves around the Earth and that the Earth spins on its axis and its position is responsible for night and day.  The children will know that it is not safe to look at the sun directly and understand the consequences of doing this. 

They will learn about some historical figures that have had a significant impact upon our space knowledge as a human race (one or more of Ptolemy, Alhazen or Copernicus). 

*

**

The children will learn that humans change as they develop and age and learn about the different stages of human life including puberty in particular.  They will talk about and compare the differences and similarities in human gestation and other animals in the mammal group with attention to the mass and length of these babies at different times of development 

**

National Curriculum Objective:

• I can describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
• I can describe the life process of reproduction in some plants and animals.
• I know the importance of and facts about the work of naturalists and animals behaviourists such as one of Jane Goodall(recap from Yr2 study) or David Attenborough.

**

National Curriculum Objective:

• I can describe the movement of the Earth, and other planets, relative to the Sun in the solar system
• I can describe the movement of the Moon relative to the Earth
• I can describe the Sun, Earth and Moon as approximately spherical bodies
• I can use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

**

**

National Curriculum Objective:

• I can describe the changes as humans develop to old age.
• I can draw a timeline to indicate stages in the growth and development of humans.
• I know about the changes experienced in puberty.
• I can research the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.

How is it possible for archaeologists to dig up artefacts after all these years?

Forest School Unit

Can you feel the force?

Year 5

(Second Half Term)

**

The children will learn what a reversible change is and will be able to give an example of this.  They will know that some changes in materials cannot be reversed.  They will be able to use their knowledge of solids, liquids and gases to decide which method of separation could be used and know what a solution and suspension is and how they might recover a substance from it.  They will learn to use evidence and their knowledge of fair testing to give reasons for the particular uses of materials.

Children will build upon their problem solving skills with a large focus on group collaboration. 

Children will use tools with increasing independence (peeler to whittle sticks). They will have opportunities to use other tools with adult supervision -  bow saw, to cut larger branches. 

Children will continue to become more confident using flint and steel to start a fire independently and use their knowledge to keep a fire burning. 

**

The children will learn that gravity acts between the Earth and a falling object.  They will know there are forces that act between moving surfaces (friction, water/air resistance) and will be able to state real life examples of friction, water resistance and air resistance and can identify their effects.  The children will gain understanding about scientists in history (for example Galileo Galilei or Isaac Newton) helped to develop the theory of gravitation.

**

National Curriculum Objective:

• compare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
• understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
• use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
• give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials including metals, wood and plastic
• demonstrate that dissolving, mixing and changes of state are reversible changes
• • explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.  

**

**

National Curriculum Objective:

N/A

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National Curriculum Objective:

• explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
• identify the effects of air resistance, water resistance and friction, that act between moving surfaces
• recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

Why did Britain go dark?

Are you switched on?

Are all living things the same?

Year 6

(First Half Term)

The children will learn that light travels from light sources to our eyes and that light can travel from light sources to an object and then to our eyes.  They will learn that light travels in straight lines and have a good knowledge and understanding of how we are able to see objects.

The children will learn the symbols that represent circuit components when observing series circuit diagrams.  They will be able to draw their own series circuits including these symbols.  They will know and be able to explain that the voltage of cells (batteries) and the number of cells affects the brightness or volume of components (including the position of the on/off switch).

**

The children will learn to describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences.  They will know that living things can be sub-divided into broad groups called microorganisms, plants and animals.  They will be able to give reasons for classifying plants and animals based on specific characteristics.

The children will be able to talk about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification in relation to this unit of work.

**

National Curriculum Objective:

• I can recognise that light appears to travel in straight lines
• I can use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
• I can explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
• I can use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

National Curriculum Objective:

• I can associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

Year 6

(Second Half Term)

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Children will continue to extend their group and team work skills by taking part in activities that are designed to strengthen and develop collaboration and co-operation.

They will further their knowledge of Fire safety and increase their independence- when lighting a fire and  Kelly kettle to cook simple food and make a hot drink.

Children will also use tools- bowsaw with supervision and learn about the safety of tool use involving ‘tool talks’ before handling them.

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Children will learn about the main parts of the human circulatory system, in particular the human heart and how it work. They will also learn how diet, exercise and drugs have impacts on their body and the way it works effectively.