Christ The King

Science Curriculum - The Big Picture

Year 1

Autumn 1

 Animals inc Humans: Classifying organisms

Autumn 2

Complete Aut 1 & start Spr 1

Spring 1

Materials: Properties of everyday materials

Spring 2

Habitats: Features of organisms linked to habitats

Summer 1

Forces: Friction & push or pull

Summer 2

Plants: Plants are living things

Year 2

Autumn 1

Animals inc Humans: Life cycles

Autumn 2

Complete Aut 1 & start Spr 1

Spring 1

Materials: Uses of everyday materials

Spring 2

Habitats: Microhabitats

Summer 1

Forces: Introduction to electricity

Summer 2

Plants: Germination

Year 3

Autumn 1

Animals inc Humans: Nutrition, skeletons & muscles

Autumn 2

Material: Rocks

Spring 1

Energy:Light

Spring 2

Habitats: Classifying living things

Summer 1

Forces: Magnets

Summer 2

Plants: Reproduction

Year 4

Autumn 1

Animals inc Humans: Digestive system & Food chains

Autumn 2

Materials: States of Matter

Spring 1

Energy: Sound

Spring 2

Habitats: Environments

Summer 1

Forces: Electricity

Summer 2

Plants: Growth

Year 5

Autumn 1

Animals in Humans: Gestation, Growth & Development

Autumn 2

Materials: Particles, melting & boiling

Spring 1

Energy: Space

Spring 2

Habitats: Off Sprint

Summer 1

Forces: Forecs [Air & Water resistance]

Summer 2

Plants: Roots

Year 6

Autumn 1

Animals inc Humans: Circulation Systems

Autumn 2

Materials: Reversible and irreversible change

Spring 1

Energy: Light

Spring 2

Habitats: Evolution & Adaptation

Summer 1

Forces: Electricity

Summer 2

Plants: Photosynthesis

Working Scientifically (by the end of each Key Stage)

Key Stage One (Years 1 & 2)

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.

Lower Key Stage 2 (Years 3 & 4)

Pupils in years 3 and 4 should be given a range of scientific experiences to enable them to raise their own questions about the world around them.

  • 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.

Upper Key Stage 2 (Years 5 & 6)

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
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • using simple models to describe scientific ideas
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support