Cornerstones Curriculum Science Overview

Science programmes of study in the national curriculum are assigned to year groups. However, this is not compulsory and they must be covered before the end of the phase. Physics is not formally introduced until Key Stage 2. However, in Key Stage 1, children have opportunities to explore natural phenomena, such as shadows.

In the Cornerstones Curriculum, the names of the science projects are matched to the national curriculum aspects, for example, Living things and their habitats and Earth and space. However, in Key Stage 1, the aspect of Animals, including humans has been separated so that children study humans before expanding to explore animals.

The science projects are sequenced to develop both children’s substantive and declarative knowledge, and if possible, make meaningful links to other projects.  These links allow for children to embed their substantive knowledge in new and often real-life contexts.

The sequencing of projects ensures that children have the substantive knowledge and vocabulary to comprehend subsequent projects fully. Each project’s place in the year has also been carefully considered. For example, projects that involve growing plants or observing animals are positioned at a suitable time of year to give children the best possible opportunity to make first-hand observations. Within all the science projects, disciplinary knowledge is embedded within substantive content.

Key Stage 1

In Year 1, children start the autumn term with Everyday Materials, linking this learning to the design and technology project Shade and Shelter. In the Human Senses project, they learn about parts of the human body and those associated with the senses. In the spring project Seasonal Changes, they learn broadly about seasonal changes linked to weather, living things and day length. They revisit some of this learning in the following summer term project Plant Parts. They finish with the project Animal Parts, linking back to their knowledge about body parts and senses and identifying commonalities.

In Year 2, children begin the autumn term with the project Human Survival, learning about the survival needs of humans, before expanding to study animals within their habitats in the project Habitats. Building on learning from Year 1, children learn about the uses of materials in the spring project Uses of Materials and begin to understand changes of materials through simple physical manipulation, such as bending and twisting. The spring Plant Survival project also explores survival, with children observing what plants need to grow and stay healthy. Finally, in the project Animal Survival, children bring together learning from the autumn term, thinking about what animals need to survive.