The Science Curriculum at Brownlow Fold The Learning Challenge

The Science Curriculum at Brownlow Fold

The Learning Challenge

The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires

deep thinking and encourages learners to work using a question as the starting point. In designing the curriculum,

teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the

information gained from pre learning tasks and our school context, a series of subsidiary challenges are then planned.

Each subsidiary learning challenge is also expressed as a question. Importantly, the learning challenges need to make

sense to the learners and be something that is within their immediate understanding. Within each Learning Challenge

unit of work, we always include a ‘Green for Growth Challenge. ’ These challenges are designed to enable pupils to

work at greater depth within a particular unit. Some of the characteristics of a child who is working at greater depth

might include:

Working independently Applying what they have learned in one area of a subject to other areas Applying their knowledge consistently, confidently and fluently Being able to explain what they have been doing to others, including teaching other children what they have

learned.

Pre-learning tasks to ensure that our pupils are directly involved in the planning process. Well planned pre-learning tasks to help bring out what our pupils already know; what misconceptions they may have and what really interests them. Our teachers then take account of the outcomes from pre-learning tasks to plan the subsidiary learning challenges for each major area of study.

Empowered Learners

By adopting the ‘Empowering Learning’ skills, we recognise the impact that personal skills can have on the academic success and well-being of our children. They play a vital role in developing the ability of learners to enjoy and reflect on their learning across the curriculum. The six areas for personal development; Self-Management, Effective Partnership, Resourceful Thinkers, Reflective Learners, Independent Enquirers and Team Workers; form what we class as personal skills which are worked upon throughout a child’s time at Brownlow Fold Primary School.

Self-Manager Ability to organise themselves and work out goals and priorities

Show personal responsibility, initiative, creativity and enterprise

Anticipate, take and manage risks

Commit themselves to learning and self-improvement

Respond positively to change

Effective Participators Engage actively with issues that affect them and those around them.

Play a full part in the life of the school

Take responsible action to bring improvement for others as well as themselves

Discuss issues of concern, seeking resolution

Present a persuasive case for action

Propose practical ways forward

Try to influence others, negotiating and balancing diverse views

Resourceful Thinker Think creatively by generating and exploring relevant ideas, and making original connections

Find links and see relationships

Explore and experiment with resources and materials

Ask ‘why’, ‘how’ and ‘what if’ questions

Apply imaginative thinking to solve a problem

Try different ways to tackle a problem

Work with others to find imaginative solutions and outcomes that are of value

Reflective Learner Evaluate their strengths and limitations as learners

Review their work and act on outcomes

Set themselves realistic goals and criteria for success

Monitor their own performance and progress

Invite feedback and deal positively with praise, setbacks and criticism.

Make changes to improve their learning

Communicate their learning in relevant ways to different audiences

Independent Enquirer Gather, process and evaluate information in their investigations

Plan what to do and how to go about it

Draw conclusions and evaluate outcomes

Take informed and well-reasoned decisions, recognising that other have different beliefs and attitudes

Use range of techniques to collect and organise information

Team Worker Work confidently with others, adapting to different contexts and taking responsibility for their own role

Listen and take account of others’ views

Form collaborative relationships, resolving issues and reaching agreed outcomes

Adapt behaviours to suit different roles and situations

Show fairness and consideration towards others

Prime Learning Challenge Electricity and Light

Can you explain how electrical components are used to create a complete circuit?

Can you explain how light travels?

Electricity: Can you identify and name the basic parts of

a simple electric series circuit? (cells, wires, bulbs,

switches, buzzers)

Electricity: Can you use recognised symbols when

representing a simple circuit in a diagram?

Electricity: Can you compare and give reasons for

variations in how components function,

including the brightness of bulbs, the loudness of

buzzers, the on/off position of switches?

Electricity: Can you explain the impact of changes in a

circuit?

Light: Can you identify natural and man-made

sources of light?

Light: Can you recognise that light appears to travel in

straight lines?

Light: Can you demonstrate an understanding that we see things because light

travels from light sources to an object which is then reflected into the eye?

Key Vocabulary

Circuit

Component

Symbols

Voltage

Current

Source

Pupil

Cornea

Refraction

Reflection

Big Question

Small Questions Which help to

answer the big

question.

Green for Growth Challenge

Can you jointly design and make a periscope, applying the idea that light travels in straight

lines to explain how it works?

Empowered Learner Links

Effective participator

I can act as an advocate for views and beliefs that may differ from my own.

I show maturity when acting as a mediator.

I can be a good role model for good learning behaviour.

I am able to control my own mood swings.

I know what the risks are when considering my work.

I can cope with criticism and learn from it.

Growth Mindset Links

Cross-Curricular Writing Opportunities

Diary entry- Write from the perspective of a soldier in the Trenches.

Story writing- Use the poem Dulce Et Decorum Est, to create a story

of the battle front.

Informal letter- To write a letter home from the perspective of a

soldier to his mum from the front line.

Pupils write a postcard in French describing their home country.

Text

Practical Science Conducting an experiment about whether the

brightness of the bulb is affected by the length of wire.

Experimenting to see how the distance between

the torch and opaque material affects the shadow.

Equipment Bulbs

Wires (same lengths)

Battery

Voltmeter

Torch

Card

Ruler to measure.

Glossary

Circuit A path in which electrons from a voltage or current source flow. Component A part or element of a larger whole Symbols A pictogram used to represent various electrical and electronic devices or function Voltage An electromotive force or potential difference expressed in volts Current A flow of electricity.

Source The point of origin or issue Pupil The dark circular opening in the centre of the iris of the eye. Cornea The transparent layer forming the front of the eye. Refraction The phenomenon of light being deflected Reflection The throwing back by a body or surface of light, heat, or sound without absorbing it.

Assessment Criterion

Emerging

Expected Exceeding

Enrichment opportunities

Pupils conduct a variety of experiments using various electrical components.

Home Learning/Parental Links

Pupils investigate electrical components at home and the voltage and wattage each component uses.

Prime Learning Challenge Animals, including humans

Can you explain how the systems in the body work together?

Living things and their habitats – Can you explain why classification is so important?

Can you identify and name the main parts of the

human circulatory system?

Can you describe the function of the heart and

blood?

Can you describe the ways in which nutrients and water

are transported within humans?

Can you describe and explain the skeletal system of a

human?

Can you recognise the way diet, exercise, drugs and

lifestyle affect the way our bodies function?

Can you identify how living things are classified?

Can you explain the origins of classification?

Can you describe how all living things are classified

into broad groups based on their similarities and

differences?

Key Vocabulary

Circulation

Atrium

Blood cells

Skeletal

Movement, blood

production

Kingdoms

Genus, phylus.

Characteristic

Classify

Botany

Big Question


Can you jointly research unfamiliar animals and plants from a broad range

of other habitats and place them in a

classification system?


answer the big

question.


Resourceful thinker

I am always prepared to explore more than the first possible solution to a problem.

I am aware that solutions can depend on an understanding of other issues.

I can generate questions which promote higher order thinking.

I can adapt and apply learning to new situations.



Explanation text- Writing the journey of a red blood cell through the body.

Explanation text- How does exercise affect the heart?

Balanced argument- Was Operation Dynamo a success?

Text

Practical Science

Re-creating the journey of a red blood cell.

Creating the components of blood.

Using leaves from the environment to classify.

Equipment Rice

Yellow dyed water

Marshmallows

Hooped cereal dyed red.

Leaves

Vocabulary booklets

Flip chart paper

Ipads.

Glossary

Circulation Movement to and fro or around something Atrium Each of the two upper cavities of the hear Blood cells Any of the kinds of cell normally found circulating in the blood Skeletal Relating to or functioning as a skeleton. Movement An act of moving

Kingdoms Each of the traditional divisions in which natural objects have conventionally been classified. Genus, A class of things that have common characteristics and that can be divided into subordinate kinds. Characteristic A feature or quality belonging typically to a person, place, or thing and serving to identify them. Classify Arrange (a group of people or things) in classes or categories according to shared qualities or characteristics. Botany The study of plants.


Emerging

Expected Exceeding


Pupils find different species of plants from within the school environment and create their own classification tree.

Pupils re-enact the journey of a red blood cell through the chambers of the heart.

Home Learning/Parental Links

Using the art straws, create a replica skeleton with the key bones and label them.

Keep a food diary of what you eat over one week. This must include breakfast, lunch and dinner as well as any snacks eaten.

Design a 15 minute warm up that links with a sport that will be fun for children designed to increase the heart rate and explain using diagrams.

Prime Learning Challenge

Evolution and inheritance- Can you explain how our genetics are passed down through evolution?

Can you identify how animal and plant species have

evolved to be suited to their environment?

Can you explain the process of evolution? Can you

describe/ recall the evidence for this?

Can you recognise that living things produce offspring of

the same kind? Can you give reasons why offspring are not

identical to their parents?

Can you explain how fossils provide information about living things that inhabited the Earth millions of years

ago?

Key Vocabulary

Evolved

Habitat

Environment

Genetics

DNA

Species

Offspring

Dominant

Recessive

Breed

Big Question


answer the big

question.


Can you jointly plan and deliver a group

presentation explaining how some living things are adapted to survive in extreme conditions, e.g. penguins, cacti and

camels?


Independent enquirer

I can use feedback from a range of sources to help solve a problem.

I give more than one reason to support an argument.

I can plan a complex task, anticipating blocks and apply skills to overcome them.

I can listen to a range of opinions and reach a conclusion from them.



Information text- How is an animal adapted to their environment.

Biography- Pupils write the biography of Carl Linnaeus explaining his impact on classification.

Comic strip – Depicting the life of Jesus.

Text

Practical Science

Children to predict which ‘beak’ will be best for each ‘food’ type and test it simulating beak type with chopsticks, spoons, tweezers etc.

Equipment

Rice

Raisins

Chopsticks

Spoons

Pipe cleaners

Clothes pegs

Glossary

Evolved

Develop gradually.

Habitat

The natural home or environment of an animal, plant, or other organism.

Environment

The surroundings or conditions in which a person, animal, or plant lives or operates.

Genetics

The study of heredity and the variation of inherited characteristics.

DNA

A self-replicating material which is present in nearly all living organisms as the main

constituent of chromosomes. It is the carrier of genetic information.

Species

A group of living organisms consisting of similar individuals.

Dominant

Relating to or denoting heritable characteristics which are controlled by genes that are

expressed in offspring even when inherited from only one parent.

Recessive Relating to or denoting heritable characteristics controlled by genes which are expressed in

offspring only when inherited from both parents.


Emerging

Expected Exceeding


Pupils complete an archaeological dig to identify fossils found from the Stone Age.

Home Learning/Parental Links Design and make your own fossil.

Imagine you have been sent back to the Stone Age. You have been allowed to take one person or one object. What would you take and why have you made that choice?

Photographic evidence

Documents

The Science Curriculum at Brownlow Fold The Learning Challenge