Science

Science is taught through our learning challenge curriculum, enabling pupils to make links between science, other areas of learning and the wider world. Where this is not possible, science is taught as a standalone subject. From year one, science is taught in regular science lessons. In Key Stage Two it is taught in weekly science lessons and science days where children can spend extended periods of time investigating scientific ideas and concepts in a more focused way.​

Key stage 1: Working scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • Asking simple questions and recognising that they can be answered in different ways.
  • Observing closely, using simple equipment.
  • Performing simple tests.
  • Identifying and classifying.
  • Using their observations and ideas to suggest answers to questions.
  • Gathering and recording data to help in answering questions.

Year 1

Autumn Term – “Where do the leaves go in winter?”

Seasonal Changes and plants

  • Identify and name garden plants, wild plants and trees, and those classified as deciduous and evergreen.
  • Describe the basic structure of plants e.g. roots, stem, leaves, flowers.
  • Identify and name a variety of birds.
  • Comparing Autumn and Winter.
  • Label a plant.

Spring Term – “Which materials should the 3 little pigs have used to build their home?”

Everyday materials

  • Distinguish between an object and the material from which it is made.
  • Identify and name a variety of everyday materials e.g. wood.
  • Describe the simple physical properties of a variety of everyday materials.

Summer Term – “Why are humans not like tigers?”

Animals including humans

  • Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
  • Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
  • Describe and compare the structure of a variety of common animals.
  • Diagrams and labels of animals – linked to the visit.

Year 2

Autumn 1 Term – “How do you become a dinosaur hunter?”

Living things and their habitats

  • Describe the basic needs of animals for survival.
  • Identify whether things are alive, dead or have never lived- making fossils.
  • Identify and name a variety of plants and animals in their animals, including micro-habitats.

Autumn 2 Term – “Can we build our school out of ice?”

Everyday materials

  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, etc.
  • Find out how the shapes of solid objects can be changed by: squashing, bending, twisting, stretching.

Spring 1 Term – “Why do cats have sharp teeth?”

Animals, including humans

  • Identify parts of a food chain.
  • 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.
  • Find out and describe how plants need water, light and suitable temperature to grow and stay healthy.

Spring 2 Term – “Who does a caterpillar belong to?”

Living things and their habitats

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

Summer 1 Term – “Would you like to be a Victorian child?”

Everyday materials

  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, etc.

Summer 2 Term – “Would you like to be beside the seaside?”

Animals, including humans

  • Identify parts of a food chain.
  • 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.
  • Find out and describe how plants need water, light and suitable temperature to grow and stay healthy.
  • Identify and name a variety of plants and animals in their animals, including micro-habitats.

Lower Key stage 2: Working scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • Asking relevant questions and using different types of scientific enquiries to answer them.
  • Setting up simple practical enquiries, comparative and fair tests.
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
  • Identifying differences, similarities or changes related to simple scientific ideas and processes.
  • Using straightforward scientific evidence to answer questions or to support their findings.

Year 3

Autumn Term – “What do rocks tell us about the way the Earth was formed?”

Rocks and Soils

  • Compare and group together different types 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.

Spring 1 Term – “What is attractive?”

Forces and Magnets

  • Compare how things move on different surfaces.
  • Notice that some forces need contact between 2 objects, but magnetic forces can act at a distance.
  • Observe how magnets attract or repel each other and attract some materials and not others.
  • 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 2 poles.
  • Predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

Spring 2 Term – “How does Marcus Rashford stay healthy?”

Animals, including humans

  • 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.

Summer 1 Term – “How far can you throw your shadow?”

Light and shadow

  • 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 light from a light source is blocked by an opaque object.
  • Find patterns in the way that the size of shadows changes.

Summer 2 Term – “How did the blossom become an apple?”

Plants

  • Identify and describe functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
  • Explore the requirements of plants for life and growth.
  • 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.

Year 4

Autumn 1 Term – “How would we survive without water?”

States of matter

  • 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

Autumn 2 Term – “What’s that sound?”

Sound

  • 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.

Spring Term – “How does the food we eat affect our bodies?”

Animals, including humans

  • 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.

Summer 1 Term – “How could we cope without electricity for one day?”

Electricity

  • 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.
  • 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.

Summer 1 Term – “Which wild animals and plants thrive in your locality?”

Living things and habitats

  • 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.

Upper Key stage 2: Working scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Using test results to make predictions to set up further comparative and fair tests.
  • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.

Year 5

Autumn Term – “Is there anybody out there?”

Earth and Space, Forces, Light/Shadow

  • 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.

Spring Term – “Do all plants and animals start life as an egg?”

Living Things and their habitats, Animals including humans.

  • 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.
  • Describe the changes as humans develop to old age.

Summer 1 Term – “Could you be the next CSI investigator?”

Properties and changes of materials

  • 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.
  • 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.

Summer 2 Term – “Can you feel the force?”

Forces

  • 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.

Year 6

Autumn 1 Term – “Why don’t penguins freeze?”

Living things and their habitats

  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.
  • Give reasons for classifying plants and animals based on specific characteristics.

Autumn 2 Term – “Where do we come from?”

Evolution and inheritance

  • 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

Spring 1 Term – “Could you be the next Indiana Jones?”

Living things and their habitats

  • 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.

Spring 2 Term – “Could you be an electrician’s apprentice?”

Electricity

  • Identify and name the basic parts of a simple electric series circuit? (cells, wires, bulbs, switches, buzzers).
  • Compare and give reasons for variation in how components function, including bulb brightness, buzzer volume and on/off position of switches.
  • Explain how to make changes in a circuit.
  • Explain the impact of changes in a circuit.
  • Explain the effect of changing the voltage of a battery.

Summer 1 Term – “What would a journey through your body be like?”

Animals including humans

  • 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.

Summer 2 Term – “How can you light up your life?”

Light

  • 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.