Countess Anne School - a Church of England Academy

Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy

S.T.E.M.

S.T.E.M. (Science, Technology, Engineering and Maths)

Reception

At Countess Anne Primary School, the children in Reception and Year 1 will work closely together during the STEM weeks of each academic year. The class teachers will plan together to design and facilitate a STEM project which children from both year groups can access. However, the focus should be different for each year group depending on the curriculum. The projects that the children do will alternate each academic year to ensure that the learners do not repeat the same activities as they transition from Reception to Year 1.

 

The areas of learning and development which should be focused on as part of STEM are outlined below. The children need to have experiences and activities in these areas throughout the year, not just in STEM week.

 

Mathematics:

  • Providing children with opportunities to develop and improve their skills in counting.
  • Understanding and using numbers.
  • Calculating simple addition and subtraction problems.
  • To describe shapes, spaces, and measure.

 

Understanding the world:

  • Guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

 

Expressive arts and design:

  • Enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology

Year 1

Autumn Term

 

Science:

  • Distinguish between an object and the material from which it is made.
  • Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.

 

Computing:

  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

STEM week

Science:

  • Describe the simple physical properties of a variety of everyday materials.
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties.

 

Design Technology:

  • Design purposeful and functional products based on criteria.
  • Select from and using a wide range of materials.
  • Build structures and exploring how they can be made stronger and stiffer.

 

Computing:

  • Using technology to create, organise, store, retrieve and manipulate digital content.

 

 

 

Spring Term

 

Science:

  • Observe changes across the four seasons.
  • Observe and describe weather associated with the seasons and how day length varies.

 

Computing:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

STEM week

Science:

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

 

Design Technology:

  • Explore and evaluate a range of existing products.

 

Summer Term

 

Science:

  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

 

Computing:

  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

STEM week

Science:

  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

 

Design Technology:

  • Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

 

Computing:

  • Recognise common uses of information technology beyond school.

 

 

 

Year 2

Autumn Term

 

Science:

  • Notice that animals, including humans, have offspring which grow into adults.
  • Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).

 

Computing:

  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

STEM week

Science:

  • Identify and compare the suitability 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.

 

Design Technology:

  • Design purposeful and functional products based on criteria.
  • Select from and using a wide range of materials.
  • Build structures and exploring how they can be made stronger and stiffer.

 

Computing:

  • Using technology to create, organise, store, retrieve and manipulate digital content.

 

 

Spring Term

 

Science:

  • Observe and describe how seeds and bulbs grow into mature plants.
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

 

Computing:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

STEM week

Science:

  • Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

 

Design Technology:

  • Use the basic principles of a healthy and varied diet to prepare dishes.
  • Understand where food comes from.

 

Computing:

  • Create and debug simple programs.
  • Use logical reasoning to predict the behaviour of simple programs.

 

 

 

 

Summer Term

Science:

  • 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.

Computing:

  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

STEM week

Science:

  • 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.

 

Design Technology:

  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
  • Evaluate their ideas and products against design criteria

Computing:

  • Recognise common uses of information technology beyond school.

 

 

Year 3

Autumn Term

 

Science:

  • Compare how things move on different surfaces.
  • Notice that some forces need contact between two objects, but magnetic forces can act at a distance.
  • Observe how magnets attract or repel each other and attract some materials and not others.

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • 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.
  • Describe magnets as having two poles.
  • Predict whether two magnets will attract or repel each other, depending on which poles are facing.

 

Design Technology:

  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

 

Computing:

  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Spring Term

 

Science:

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

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • Recognise that they need light in order to see things and that dark is the absence of light.
  • Notice that light is reflected from surfaces.
  • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes.
  • Recognise that shadows are formed when the light from a light source is blocked by an opaque object.
  • Find patterns in the way that the size of shadows change.

 

Design Technology:

  • Investigate and analyse a range of existing products.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Computing:

  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

Summer Term

 

Science:

  • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
  • 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.
  • Investigate the way in which water is transported within plants.
  • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • 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.
  • Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

 

Design Technology:

  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
  • Understand and apply the principles of a healthy and varied diet.

 

Year 4

Autumn Term

 

Science:

  • Identify common appliances that run on electricity.
  • Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
  • 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.

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
  • Recognise some common conductors and insulators, and associate metals with being good conductors.

 

Computing:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

 

Spring Term

 

Science:

  • Describe the simple functions of the basic parts of the digestive system in humans.
  • Identify the different types of teeth in humans and their simple functions.
  • Construct and interpret a variety of food chains, identifying producers, predators and prey.

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • Compare and group materials together, according to whether they are solids, liquids or gases.
  • 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).
  • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

Design Technology:

  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

 

 

 

Summer Term

 

Science:

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

 

Computing:

  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

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

 

Design Technology:

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

 

Year 5

Autumn Term

 

Science:

  • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
  • Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • 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.

 

Design Technology:

  • Understand how key events and individuals in design and technology have helped shape the world.

 

Spring Term

 

Science:

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

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • 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.

 

Computing:

  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

 

Design Technology:

  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].

Summer Term

 

Science:

  • Describe the changes as humans develop to old age.

 

Computing:

  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
  • Describe the life process of reproduction in some plants and animals.

 

Computing:

  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

 

Design Technology:

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

  

 

Year 6

Autumn Term

 

Science:

  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.

 

Computing:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • Give reasons for classifying plants and animals based on specific characteristics.

 

Computing:

  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

 

Design Technology:

  • Investigate and analyse a range of existing products.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

 

 

 

Spring Term

 

Science:

  • Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
  • Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
  • Describe the ways in which nutrients and water are transported within animals, including humans.

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
  • Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

 

Design Technology:

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.

 

 

Summer Term

 

Science:

  • Recognise that light appears to travel in straight lines.
  • 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.
  • 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.
  • Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

 

Computing:

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

STEM week

Science:

  • Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
  • Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
  • Use recognised symbols when representing a simple circuit in a diagram.

 

Design Technology:

  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].
  • Apply their understanding of computing to program, monitor and control their products.