Science Curriculum - The Big Picture


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

  Animals inc Humans: Classifying organisms Complete Aut1 & start Spr 1   Materials: Properties of everyday materials Habitats: Features of organisms linked to habitats   Forces: Friction & push or pull Plants: Plants are living things

Year 2 

Animals inc Humans: Life cycles Complete Aut1 & start Spr 1 Materials: Uses of everyday materials Habitats: Microhabitats Forces: Introduction to electricity Plants: Germination

Year 3 

Animals inc Humans: Nutrition, skeletons & muscles Material: Rocks Energy:Light Habitats: Classifying living things Forces: Magnets Plants: Reproduction

Year 4 

Animals inc Humans: Digestive system & Food chains Materials: States of Matter Energy: Sound Habitats: Environments Forces: Electricity  Plants: Growth

Year 5

 Animals in Humans: Gestation, Growth & Development  Materials: Particles, melting & boiling  Energy: Space  Habitats: Off Sprint  Forces: Forecs [Air & Water resistance]  Plants: Roots

Year 6 

 Animals inc Humans: Circulation Systems Materials: Reversible and irreversible change Energy: Light Habitats: Evolution & Adaptation Forces: Electricity 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)

 Upper Key Stage 2 (Years 5 & 6)

 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.
 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