Curriculum Overview – Science
Parish Church of England Primary School
Introduced Autumn 2014 (in line with National Curriculum 2014)
Aims
OFSTED- implications for the curriculum from Science
survey visits 2014
The national curriculum for science aims to ensure that all pupils:
 Develop scientific knowledge and conceptual understanding
through the specific disciplines of biology, chemistry and
physics
 Develop understanding of the nature, processes and methods of
science through different types of science enquiries that help
them to answer scientific questions about the world around
them
 are equipped with the scientific knowledge required to
understand the uses and implications of science, today and for
the future






An excellent range of learning opportunities involves pupils
frequently in scientific enquiry, practical work, fieldwork,
research, use of ICT, individual and group work, discussions,
modelling and evaluation.
Strong planning for progression in terms of skills and
knowledge
Outstanding contribution to SMSC
The curriculum provides constant opportunities for discovery
& challenge and for pupils to take greater responsibility for
their learning.
Excellent links with other agencies and the wider community
provide extensive and varied enrichment activities that are
fully integrated into the curriculum…
Excellent links to other subjects
Curriculum Overview – Science
Autumn 1
Y1
Autumn 2
Which birds and plants would Little Red Riding Hood find in Foster’s
Park?
WOW: Nature trail around our area.
AREA of STUDY:
-Names of common and wild plants
-Basic structure of plants and trees
-Name parts of the human body. Senses.
Extra- Curricular Link (Geography, Where do Leaves go to in Winter?):
-observe changes across the 4 seasons.
Observe and describe weather associated with the seasons and how day
length varies.
WORKING SCIENTIFICALLY SKILL PROGRESSION
1. Creating questions together as a class that we would like to find out
about plants.
1. Class investigations based on a questions that can be answered in
different ways. E.g. what is needed for a plant to grow?
2. Observing flowers and cross referencing to find out names (4). Use of
magnifying glasses and ipads to support independent research. ‘Flower
Challenge’ Show the children a flower- can they find out what flower it
is by using books or the ipads?
4. Grouping plants and tress by different criteria. Sorting plants into
groups.
5. Make observations of the growth of plants inside and outside.
6. Record information in a table. Results from class experiment
recorded using ICT.
CROSS CURRICULAR LINK
Record results from class experiment using ICT.
Write instructions on how to plant a seed successfully. (Literacy unit
Instructional Writing)
-Use of ipads for independent research
Parish Church of England Primary School
Spring 1
Spring 2
Why are humans not like
tigers?
Why isn’t everyone afraid of the dark?
WOW: Read the tiger who
came for tea and have a tea
party afternoon. What is your
favourite animal?
Jungle Role Play – Adopt a
Tiger for the class.
Summer 1
WOW: Read ‘The Owl who was Afraid of the Dark’. Dark
Tent, carousel of activities about light and dark.
AREA of STUDY:
Sources of Light (including the sun)
-day and night (including the animals of the night)
- shadows and movement of the sun across the sky
AREA of STUDY:
-Names (and basic structure)
of common animals including
fish, amphibians, reptiles,
birds and mammals
-Mini Beasts
-Name a variety of animals
which are carnivores,
herbivores and omnivores.
WORKING SCIENTIFICALLY SKILL PROGRESSION
1. Begin by generating questions that the children would like
to know about light and dark. Questions linked to the focus
text ‘Owl Babies’
3. Perform a class experiment- which materials reflect light?
Why do we need light?
4. Identifying light sources and classifying light sources and
reflectors.
WORKING SCIENTIFICALLY
SKILL PROGRESSION
1. Begin by coming up with a
list of questions that the class
would like to investigate.
Show some animals the
children may not know-what
would you like to know?
1. Investigate key questions
as a class.
2. Observe the behaviour and
life of different animals.
4. Classify animals into
herbivores and carnivores.
Mammals, etc. Use of Venn
CROSS CURRICULAR LINK
Literacy- Information text about light and dark.
Link to focus text: ‘The owl who was afraid of the dark’
A letter written to the owl from the children.
Eco schools- Saving energy etc. Why should we save energy?
Summer 2
Which materials should
the 3 Little Pigs have used
to build their house?
WOW: Visit from Bob the
Builder.
AREA of STUDY:
Identify, name and know
the properties of everyday
materials including wood,
plastic, glass, metal, water
and rock.
Compare and group
together everyday
materials on the basis of
their physical properties
WORKING SCIENTIFICALLY
SKILL PROGRESSION
1. Read the 3 little pigs and
come up with questions
about each material. E.g.
why did the straw not
work very well?
1. Children to use
‘Question Generators’ at
different points
throughout the topic to
encourage independent
learning.
2. Observe different
material through sight and
Curriculum Overview – Science
diagrams
Art- Observational drawings from our walk to go in sketch books.
CROSS CURRICULAR LINKS
Record information using ICT
– classifying different types
of animals.
SMSC- Adopt a Tiger
P4C- Why have we adopted
the tiger? Why is it wrong to
hurt animals?
Parish Church of England Primary School
touch- identify similarities
and differences. Use key
vocab hard, soft, rough,
smooth.
3. Performa a simple test
to identify which material
would be the best to use
to build a house. Mini
models of houses. ‘Is it
waterproof?’
4. Identify a range of
common materials and
classify them into groups
including ‘hard’ ‘soft’
Based on physical
properties.
Lower ability to sort
materials using large
hoops. Encourage key
vocabulary based on
physical properties.
More able to classify into a
range of different groups.
CROSS CURRICULAR LINK
DT- Creating mini models
of houses made of
different materials.
Curriculum Overview – Science
Y2
What is your school made from?
How will 5 a day keep me
healthy?
WOW: Visit world of glass
WORKING SCIENTIFICALLY SKILL
PROGRESSION
1.
(1) Asking simple
questions about what
the materials the
school is made from.
2. (4)Identifying and
classifying the
materials.
3. (5)Using observations
to suggest why these
materials where the
best to fit purpose.
4. (5)Using their
observations and ideas
to suggest answers to
questions as to why
that specific material
was used. Best for
purpose? Only
material suitable at the
time of the build.
5.
CROSS CURRICULAR LINKS:
MATHS – Putting data in to a
table.
ICT – Researching the materials
and their properties
Art – Making a sketch of the
school building.
What made that racket?
Parish Church of England Primary School
Why would a dinosaur not
make a good pet?
WOW: Band into school
WOW : Chef activity – making a
healthy tea.
WORKING SCIENTIFICALLY SKILL
PROGRESSION
1. (1)Asking simple
questions on post it
notes about why
keeping healthy is
important.
2. (4)Identifying and
classifying foods
healthy/unhealthy in a
sorting activity
3. (6) Gathering and
recording data about
the effects of an
unhealthy lifestyle in
order to answer the
topic’s main question
CROSS CURRICULAR LINKS:
SMSC – Healthy eating
SMSC –fruit/veg from different
counties
SMSC – Producing a leaflet to go
in our lunchboxes about our
findings of the importance of a
healthy lifestyle
Maths – Putting data into a table
and sorting it
This wil be covered in Music
WOW: Mystery egg. Can
we keep it?
WORKING SCIENTIFICALLY
SKILL PROGRESSION
1.
2.
3.
4.
5.
(1)Asking simple
questions – how
do we look after
this egg
(2) Observing
closely, using
simple
equipment to
identify any
changes in the
egg.
(6) Gathering
data about pets
in our class, put
into a chart
(1)Asking simple
questions –
What makes a
good pet?
(1)Asking simple
questions –
How do you
look after a pet?
CROSS CURRICULAR LINKS:
SMSC – Looking after pets
Maths – collecting data
and showing results in
table/graphICT - Independent research
How do you grow salad?
WOW: Set up a mini
allotment to grow food.
WORKING SCIENTIFICALLY
SKILL PROGRESSION
6. (1)Asking simple
questions on post
it notes about the
conditions that
make growing
plants well.
7. (4)Identifying and
classifying the
classes favourite
salad
vegetables/fruit to
plan allotment.
8. 3) Performing
simple tests –
plants in different
conditions to see
the difference
these conditions
make.
9. (2) Observing
closely, using
simple equipment
to ensure plants
are growing well,
and whether they
need water etc.
10. (
CROSS CURRICULAR LINKS:
SMSC – Looking after plants
Healthy eating
SMSC –fruit/veg from
different counties
SMSC – Producing a leaflet on
how best to look after and
grow fruit/vegetables.
Maths – collecting data and
Electricity
(non- statutory)
WOW: Static Ball
Curriculum Overview – Science
Y3
How can Usain Bolt move so
quickly?
WOW: Watch Usain Bolt break the
100m world record then see how
long it takes us to run 100m.
AREA of STUDY:
-nutrition (what we eat)
-skeletons and muscles
-joints
WORKING SCIENTIFICALLY SKILL
PROGRESSION
(11) Recording time taken to run
100m and pulse rates.
(9) making observations
(7) Asking relevant questions and
independent enquiry into how
food travels around our body.
CROSS CURRICULAR LINK
PE – How our bodies move/health
ART- Diagram of Usain Bolt –
muscle structure/diagrams of
joints.
NUMERACY- Recording data and
using timers.
Are you attractive enough?
WOW: Exploring magnets (playing
‘Magnet Fishing’)
AREA of STUDY:
-magnets
-different forces
-floating and sinking
WORKING SCIENTIFICALLY SKILL
PROGRESSION
(8) setting up a simple practical
enquiry into relationships
between poles of magnets
(14) Differences and similarities
between different forces
(classifying)
CROSS CURRICULAR LINK
Numeracy – data
Literacy – The Iron Man Story
Parish Church of England Primary School
How far can you throw your
shadow?
How did that blossom
become an apple?
WOW: Watch a video of
‘Attraction’ (from ‘Britain’s
Got Talent’)
WOW: Trip to Bents
Garden centre ‘Ready
Steady Dig’
AREA of STUDY:
-sources of light (the sun and
electricity )
-mirrors (and light reflection)
-shadows
-translucent, transparent,
opaque
AREA of STUDY:
-function of different parts
of plants
-what plants need to
flourish
Journey of food in the
plant
Life cycle of an apple
Seed dispersal
WORKING SCIENTIFICALLY
SKILL PROGRESSION
(12) Orally report findings in
a presentation about how
our shadows move in relation
to the sun.
(7) asking relevant questions
and using different sources
to learn about the
relationship between the sun
and the moon.
(15) Use scientific evidence
from making a periscope and
mirrors to learn about
reflections of light
CROSS CURRICULAR LINK
WORKING SCIENTIFICALLY
SKILL PROGRESSION
(13) Make a prediction
about the health of 3
different flowers with
varying levels of water
intake
(12) Report on findings
from an investigation of
the amount of water plants
need.
(10) Make a presentation
about the life cycle of an
apple
DT- Design a periscope
CROSS CURRICULAR LINK
PSHE – Healthy Eating ,
SMSC -fruit from different
counties
showing results in
table/graph
What do rocks tell us about
the way the Earth was
formed?
WOW: Link with ‘Mine Craft’
game
AREA of STUDY:
-how rocks are formed
-different kinds of rocks
-fossils
-soil
WORKING SCIENTIFICALLY
SKILL PROGRESSION
(14) Differences between
sedimentary and igneous
rocks.
(8) Set up a practical enquiry
into the properties of
different rocks.
CROSS CURRICULAR LINK
GEOG – Volcanoes,
earthquakes etc
HIST – Short independent
research into fossils
Curriculum Overview – Science
Y4
How could we cope without
electricity for a day?
What happens to the food we
eat?
WOW: Spending time without
electricity.
WOW: Visit from a local dentist
AREA of STUDY:
-alternative sources of energy
-electrical circuits
-switches
-conductors and insulators
WORKING SCIENTIFICALLY SKILL
PROGRESSION
(8) Investigating conductors of
electricity
(12) Drawing conclusions about
conductors of electricity.
CROSS CURRICULAR LINK
P4C- How reliant are you on
electricity?
Numeracy – presenting data
AREA of STUDY:
-digestive system
-the food we eat
-food chains
-teeth (including different animal
teeth)
WORKING SCIENTIFICALLY SKILL
PROGRESSION
(11) Drawing accurate labelled
diagrams about the food we eat
in the body
(13) Using results to draw
conclusions about eating
healthy/unhealthy food
(15) Scientific evidence to answer
questions about the health of
their teeth.
CROSS CURRICULAR LINK
ART- drawing accurate diagrams
of the digestive system
Literacy – adventure story
Parish Church of England Primary School
Which animals would thrive
in our locality?
WOW: Visit to Victoria Park
to survey the area for
wildlife.
How would we survive
without water?
AREA of STUDY:
-identify and name a variety
of living things (plants and
animals) in the local and
wider environment.
-recognise that environments
can change and can pose
dangers (eg. Tigers becoming
extinct; songbirds/hedgehogs
affected by disappearance of
hedgerows.
AREA of STUDY:
-Solids, liquids and gases
-Heating and cooling
(baking)
-evaporation and
condensation
WORKING SCIENTIFICALLY
SKILL PROGRESSION
(9) Trip to Victoria park for a
plant survey (observations)
(7) Asking relevant questions
about the presence and
extinction of dinosaurs.
(10) Gathering data to
answer a question about
birds in our immediate area
CROSS CURRICULAR LINK
GEOG – Local area
NUMERACY – Data collection
WOW: Science workshop
on solids, liquids and gases.
WORKING SCIENTIFICALLY
SKILL PROGRESSION
(14) Classifying solids,
liquids and gasses.
(7) Investigation as to how
water can change state
(11) Present results in a
labelled
diagram,barchart,tables.
CROSS CURRICULAR LINK
Maths – work on
temperature
Literacy – book ‘the
mystery of the melting
snowman’
Why is the sound that ‘One
Direction’ makes pleasing to
so many?
WOW: Put on an ‘X-Factor’
style class audition.
AREA of STUDY:
-how sounds are made
(vibration)
-Sound diminishing
-pitch and loudness
WORKING SCIENTIFICALLY
SKILL PROGRESSION
(11) Drawing an accurate
labelled diagram of the ear.
(8) A practical investigation
about the intensity of sound.
CROSS CURRICULAR LINK
MUSIC
Maths - measures
Curriculum Overview – Science
Y5
Do all animals and plants start life
as an egg?
WOW: Visit from Knowsley Safari
Park/ Reception eggs
AREA of STUDY:
-Life cycles of plants and animals
(including butterfly)
-Birth, growth, development and
reproduction.
-which animals depend on each
other for survival (eg the flea)
Will we ever send another human
to the moon?
WORKING SCIENTIFICALLY SKILL
PROGRESSION
Butterfly life cycle
(18)Recording data using
observations of growing
caterpillars.
CROSS CURRICULAR LINK
Music and Dance using the life
cycle of the butterfly.
Literacy – Explanation text
WORKING SCIENTIFICALLY SKILL
PROGRESSION
The world is flat?
(21) Identify scientific evidence
that has been used to support or
refute ideas or arguments.
CROSS CURRICULAR LINK
Maths – Scale
Literacy – research and
presentations
Parish Church of England Primary School
How different will you be
when you are as old as your
grandparents?
How different will you be
when you are as old as
your grandparents?
WOW: Age Booth App
AREA of STUDY:
Changes as humans
(including puberty)
Development from birth to
old age
WOW: Age Booth App
AREA of STUDY:
Changes as humans
(including puberty)
Development from birth to
old age
CURRICULUM LINK: SRE
Puberty
CURRICULUM LINK: SRE
Puberty
WORKING SCIENTIFICALLY
SKILL PROGRESSION
Comparing life expectancy of
different animals.
(18) Recording data and
results of increasing
complexity using scientific
diagrams and labels,
classification keys, tables,
scatter graphs, bar and line
graphs.
WORKING SCIENTIFICALLY
SKILL PROGRESSION
Comparing life expectancy
of different animals.
(18) Recording data and
results of increasing
complexity using scientific
diagrams and labels,
classification keys, tables,
scatter graphs, bar and line
graphs.
Cross Curriculum Links
SRE Puberty
PHSE – Loss, bereavement
Cross Curriculum Links
SRE Puberty
PHSE – Loss, bereavement
WOW : Mobile planetarium
AREA of STUDY:
-Sun, Earth and Moon (including
relative distances/sizes)
-solar system
-Earth’s rotation
-Day & Night
Can you feel the force?
WOW: Make a rocket
challenge.
AREA of STUDY:
-Gravity
-Air resistance (parachutes)
-Water Resistance
-Friction
-Gears, levers, pulleys,
springs
WORKING SCIENTIFICALLY
SKILL PROGRESSION
Force measuring
(17) Taking measurements,
using a range of scientific
equipment with increasing
accuracy and precision, taking
repeat reading when
appropriate.
20) Reporting and presenting
findings from enquiries
including conclusions, casual
relationships and
explanations of a degree of
trust in results in oral and
written forms such as
displays and other
presentations.
Cross Curriculum Links
Maths – Data Handling
Could you be the next CSI
investigator?
WOW: Visit from
Merseyside police
detective to talk about
gathering evidence in a
crime?
AREA of STUDY:
-Properties of materials
-solids,liquids,gases
-Dissolving
-evaporating
-filtering
-Reversible and irreversible
changes.
WORKING SCIENTIFICALLY
SKILL PROGRESSION
Irreversible and reversible
changes - Solids to liquids
etc
(17) Taking measurements,
using a range of scientific
equipment with increasing
accuracy and precision,
taking repeat reading
when appropriate.
(20) Reporting and
presenting findings from
enquiries including
conclusions, casual
relationships and
explanations of a degree of
trust in results in oral and
displays and other
Curriculum Overview – Science
Parish Church of England Primary School
presentations.
19) Making predictions and
setting up a fair test.
Cross Curriculum Links
ICT – Data Logging
Numeracy – Data Handling
written forms such as
Y6
Could ‘Spiderman’ really exist?
WOW: i-pads create a Spiderman
trailer
AREA of STUDY:
-classification of living things
-micro-organisms
-animal survival techniques
WORKING SCIENTIFICALLY SKILL
PROGRESSION
(16)planning a scientific enquiry to
determine factors in decay using
banana skins.
(18)Recording data using line
graphs
(19) Making predictions and (20)
drawing conclusions about the
variables influencing decay.
CROSS CURRICULAR LINK
History – Story of Alexander
Flemming
Geography – Locational Features
of India (in relation to survival
techniques of Indian Elephants.
WORKING SCIENTIFICALLY SKILL
PROGRESSION
(16)planning a scientific enquiry to
determine factors in decay using
banana skins.
(18)Recording data using line
graphs
(19) using test results to make
What would a journey through
your body be like?
Have we always looked like
this?
How can you light up your
life?
Could you be the next
Nintendo apprentice?
WOW: Mini – Olympics to
observe what happens to oir
bodies.
WOW: Knowsley Safari Parkmonkey talk
WOW: Blind fold obstacle
course on the school field
WOW: Build your own
computer game
AREA of STUDY:
-evolution, adaptation and
inheritance
-fossils
-changes to the human
skeleton over time
-Darwin
AREA of STUDY:
-How light travels
(including reflection &
mirrors)
-The eye
-Shadows
AREA of STUDY:
-making advanced circuits
using buzzers, motors and
switches
-making circuit diagrams
using symbols
-making bulbs brighter or
dimmer
AREA of STUDY:
-circulatory system
-diet, exercise and drugs
-transport of nutrients and water
through the body
WORKING SCIENTIFICALLY SKILL
PROGRESSION
Measuring pulse rate before and
after exercise using data logging.
(17) Taking measurements, using
a range of scientific equipment
with increasing accuracy and
precision, taking repeat reading
when appropriate.
(20) Reporting and presenting
findings from enquiries including
conclusions, casual relationships
and explanations of a degree of
trust in results in oral and written
forms such as displays and other
presentations.
CROSS CURRICULAR LINK
ICT – Data Logging
Numeracy – Data Handling
P.E – Effects of exercise
PHSE – Healthy living
WORKING SCIENTIFICALLY
SKILL PROGRESSION
Comparing evolution,
adaptations and inheritance
and discuss cloning etc
(18) Recording data and
results of increasing
complexity using scientific
diagrams and labels,
classification keys, tables,
scatter graphs, bar and line
graphs.
(21) Identify scientific
evidence that has been used
to support or refute ideas or
arguments.
CROSS CURRICULAR LINK
Art – Sketching and using
photographs to sketch an
older member of their family.
ICT – Age Booth
WORKING SCIENTIFICALLY
SKILL PROGRESSION
Light Travelling in straight
lines and shadow
experiment under the
parachute.
(20) Reporting and
presenting findings from
enquiries including
conclusions, casual
relationships and
explanations of a degree of
trust in results in oral and
written forms such as
displays and other
presentations.
(18) Recording data and
results of increasing
complexity using scientific
diagrams and labels,
classification keys, tables,
scatter graphs, bar and line
CROSS CURRICULAR LINK :
-Control Technology using
‘FLOWOL’
WORKING SCIENTIFICALLY
SKILL PROGRESSION
Electrical circuits and
adapting to see changes.
(19) using test results to
make predictions to set up
further comparative and
fair tests.
(20) Reporting and
presenting findings from
enquiries including
conclusions, casual
relationships and
explanations of a degree of
Curriculum Overview – Science
predictions to set up further
comparative and fair tests.
(20) Reporting and presenting
findings from enquiries including
conclusions, casual relationships
and explanations of a degree of
trust in results in oral and written
forms such as displays and other
presentations.
CROSS CURRICULAR LINK
History – Story of Alexander
Flemming
Geography – Locational Features
of India (in relation to survival
techniques of Indian Elephants.
Literacy _ Mary Anning
Parish Church of England Primary School
graphs.
CROSS CURRICULAR LINK
Numeracy – Data Handling
Art – Pictures of eyes and
looking at shadows.
Dance – Shadow Puppets
trust in results in oral and
written forms such as
displays and other
presentations.
CROSS CURRICULAR LINK
-Control Technology using
‘FLOWOL’
ICT – DIY Simple Build their
own game.
Curriculum Overview – Science
Parish Church of England Primary School
Curriculum Overview – Science
Parish Church of England Primary School