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St. George’s Science Curriculum
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Autumn 1
Everyday Materials
Animals including Humans
Light ElectricityProperties
and Changes of Materials
Living Things and
their Habitats
Autumn 2
Seasonal Changes
Uses of Everyday Materials
Rocks States of Matter
Properties and
Changes of Materials
Forces
Evolution and
Inheritance
Spring 1 Animals
including Humans
Living Things and
their Habitats
PlantsLiving
Things and their
Habitats
Animals including Humans
Animals including Humans
Spring 2
Forces and Magnets
Animals including Humans
Living Things and
their Habitats
Electricity
Summer 1
Plants Plants Animals including Humans
Sound Earth and Space
Light
St. George’s Science Curriculum
Summer 2 Sound
St. George’s Science CurriculumYear
1Topic Working Scientifically Vocabulary Resources/
Ideas
A1
Everyday Materials 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
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
perform simple tests ask simple questions and recognise that
they can be answered in different ways, e.g. ‘What is the best material for an umbrella? …for lining a dog basket? for curtains? …for a bookshelf? …for a gymnast’s leotard?
hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque/transparent
Including but not limited to: brick, paper, fabrics, elastic, oil
A2
Seasonal Changes observe changes across the four
seasons observe and describe weather
associated with the seasons and how day length varies
Pupils must also learn that it is never safe to look directly at the sun, even when wearing dark glasses.
observe closely gather and record data to help in
answering questions
sun, wind, rain, snow, frost, warm, cold, sunny, windy, breezy, chilly, icy
tables, charts and displays
Sp Animals including Humans 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
observe closely, using simple equipment
identify and classify use observations and ideas to suggest
answers to questions
Spring 1fish, amphibian, reptile, bird, mammal, pet, carnivore, herbivore, omnivore
Spring 1videos, photographs, animals in the local environment
St. George’s Science Curriculum describe and compare the structure of a
variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
Pupils must learn also how to take care of animals taken from their local environment and the need to return them safely after study.
Spring 2head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth, senses, sight, hearing, touch, taste, smell
Spring 2games, actions, songs and rhymes
Su
Plants 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
observe closely, using simple equipment
identify and classify use observations and ideas to suggest
answers to questions
deciduous, evergreen, leaves, flowers (blossom), petals, fruit, roots, bulb, seed, trunk, branches, stem
plants in the local environment, leaves falling off trees, buds openingcomparing and contrasting different plants
Year 2
Topic Working Scientifically Vocabulary Resources/Ideas
A1
Animals including Humans 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, air)
describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene
observe closely, using simple equipment
ask simple questions and recognise that they can be answered in different ways
use observations and ideas to suggest answers to questions
gather and record data to help in answering questions
survival, exercise, nutrition, reproduction, growth, water, food, air
animals in the local environmentfood chains, answering questions, e.g. ‘Is a deciduous tree dead in winter?’, sorting and recording findings using charts, life cycles
A2 Uses of Everyday Materials identify and compare the suitability of a
variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
find out how the shapes of sold objects
observe closely, using simple equipment
identify and classify gather and record data to help in
answering questions identify and classify
wood, metal, plastic, glass, brick, rock, paper, cardboard,
St. George’s Science Curriculummade from some materials can be changed by squashing, bending, twisting and stretching
suitable/unsuitable, purpose, squash, bend, twist, stretch
Sp
Living Things and their Habitats 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
identify and name a variety of plants and animals in their habitats, including micro-habitats
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
gather and record data to help in answering questions
ask simple questions and recognise that they can be answered in different ways
habitat, micro-habitat, seashore, woodland, ocean, rainforest, conditions
The same material can make more than one thing and different materials can be used for the same thing.wood, metal, plastic, glass, brick, rock, paper, cardScientists: John Dunlop, Charles Macintosh, John McAdam
Su
Plants 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
observe closely, using simple equipment
perform simple tests gather and record data to help in
answering questions
seed, bulb, water, food, store, germination, growth, survival, reproduction, light
plants in the local environment
St. George’s Science CurriculumYear
3Topic Working Scientifically Vocabulary Resources/
Ideas
A1
Light 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 a solid object
find patterns in the way that the size of shadows change
Pupils must also learn that it is never safe to look directly at the sun, even when wearing dark glasses.
set up simple practical enquiries, comparative and fair tests
gather, record, classify and present data in a variety of ways to help in answering questions
identify differences, similarities or changes related to simple scientific ideas and processes
identify differences, similarities or changes related to simple scientific ideas and processes
light, sun, shadow, block, reflect, reflected, reflection, mirror, dark
Mirror games to answer questions about how light behaves.Measuring shadows, find out how they are formed and why they change.
A2
Rocks 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
make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
ask relevant questions and use different types of scientific enquiries to answer them
set up simple practical enquiries, comparative and fair tests
identify differences, similarities or changes related to simple scientific ideas and processes
rock, soil, grains, crystals, fossils, sedimentary, living, dead
Observe, compare, group, identify, classify, research.
hand lenses, microscopes, rocks, soils
St. George’s Science CurriculumYear
3Topic Working Scientifically Vocabulary Resources/
Ideas
Sp1
Plants 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
set up simple practical enquiries, comparative and fair tests
make systematic and careful observations and, where appropriate, take accurate measurements
gather, record, classify and present data in a variety of ways to help in answering questions
record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
identify differences, similarities or changes related to simple scientific ideas and processes
part, job, roots, nutrition, stem, support, leaves, (nutrition), flowers, reproduction, food, growth, seeds, life cycles, water
Put white flowers in coloured water.Observe stages of plant life cycles over time.
Sp2
Forces and Magnets 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
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 magnetics as having two poles predict whether two magnets will
attract or repel each other, depending on which poles are facing
identify differences, similarities or changes related to simple scientific ideas and processes
use straightforward scientific evidence to answer questions or support findings
record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
forces, magnetic, attract, repel, materials, surfaces, poles, contact
bar, ring, button and horseshoe magnets – explore behaviour and everyday usesObserve that magnetic forces can act without direct contact (unlike other forces).
Su Animals including Humans identify that animals, including humans,
ask relevant questions and use different types of scientific enquiries to answer
animals, humans, nutrition, food,
Learn main body parts associated
St. George’s Science Curriculumneed 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
them gather, record, classify and present data
in a variety of ways to help in answering questions
record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
identify differences, similarities or changes related to simple scientific ideas and processes
use straightforward scientific evidence to answer questions or support findings
eat, skeletons, muscles, support, protection, movement
with the skeleton and muscles.Compare and contrast diets of different animals (including pets).Research food groups and how they keep us healthy. Design meals based on findings.
Year 4
Topic Working Scientifically Vocabulary Resources/Ideas
A1
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
identify differences, similarities or changes related to simple scientific ideas and processes
gather, record, classify and present data in a variety of ways to help in answering questions
electricity, appliances, series circuit, cell, wire, bulb, switch, buzzer, lamp, light, complete, open, close, conductor, insulator, metals
Construct simple series circuits, trying different components.Use circuits to create simple devices.Draw circuits pictorially.
A2 States of matter Compare and group materials together,
according to whether they are solids, liquids or gases
set up simple practical enquiries, comparative and fair tests
ask relevant questions and use different types of scientific enquiries to answer
solid, liquid, gas, change, heat, cool, measure, degrees, Celsius,
Solids hold their shape; liquids form a pool not a pile; gases escape from
St. George’s Science Curriculum 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
Teachers must avoid using materials where heating is associated with chemical change, e.g. through baking or burning.
them gather, record, classify and present
data in a variety of ways to help in answering questions
record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
identify differences, similarities or changes related to simple scientific ideas and processes
use straightforward scientific evidence to answer questions or support findings
temperature, evaporation, condensation, water cycle
an unsealed container.Experiment with changes to water when it is heated and cooled.Group and classify a range of materials.Explore effect of temperature on substances, e.g. chocolate, butter, cream.
St. George’s Science CurriculumYear
4Topic Working Scientifically Vocabulary Resources/
Ideas
Sp1
Living things and their 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
gather, record, classify and present data in a variety of ways to help in answering questions
record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
identify differences, similarities or changes related to simple scientific ideas and processes
living, environment, habitat, plants, flowering, non-flowering, animals, humans, vertebrate, fish, amphibians, reptiles, birds, mammals, invertebrates, snails and slugs, worms, spiders, insects, nature, garden, pond, population, development, litter, deforestation, danger
local environment throughout the yearSort, identify and classify animals and plants.
Sp2
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
gather, record, classify and present data in a variety of ways to help in answering questions
record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
identify differences, similarities or changes related to simple scientific ideas and processes
digestive system, mouth, tongue, teeth, oesophagus, stomach, small and large intestine, teeth, carnivores, herbivores, damage
Compare teeth of carnivores and herbivores.Find out what damages teeth and how to look after them.
Su 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
make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
ask relevant questions and use different types of scientific enquiries to answer them
sound, vibration, pitch, volume, louder, fainter, decrease, increase
range of musical instruments from around the worldInvestigate insulation against sound, e.g. making earmuffs.Make and play own instruments using
St. George’s Science Curriculum 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
set up simple practical enquiries, comparative and fair tests
identify differences, similarities or changes related to simple scientific ideas and processes
new learning.
St. George’s Science CurriculumYear
5Topic Working Scientifically Vocabulary Resources/
Ideas
A1
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
record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
identify scientific evidence that has been used to support or refute ideas or arguments
hard, soft, soluble, insoluble, transparent, translucent, opaque, conductor, insulator, electrical, thermal, dissolve, solution, filter, sieve, evaporate, mix, change of state, reversible, irreversible
Build on Y3 magnets topic and Y4 electricity topic to increase understanding of materials.Explore irreversible changes, e.g. burning, rusting, vinegar and bicarbonate of sodaScientists: Spencer Silver, Ruth Benerito
A2 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,
plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
use test results to make predictions to set up further comparative and fair
fall, unsupported, gravity, force, Earth, air resistance, water resistance, friction, moving surfaces, mechanisms, lever, pulley, gear, effect
parachutes, sycamore seedsbrakes on bicycle wheelsfalling paper cones or cup-cake casesMake and test boats of different shapes.Design and make
St. George’s Science Curriculumallow a smaller force to have a greater effect
tests identify scientific evidence that has
been used to support or refute ideas or arguments
products that use levers, pulleys, gears, springs.Scientists: Galileo Galilei, Isaac Newton
St. George’s Science CurriculumYear
5Topic Working Scientifically Vocabulary Resources/
Ideas
Sp1
Animals including Humans describe the changes as humans
develop to old age
Pupils must also learn about the changes experienced in puberty.
take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
life cycle, timeline, growth, development, changes, puberty, gestation, length, mass, baby, child, teenager, adult, age
Research gestation periods of other animals and compare them with humans.Find out and record the length and mass of a baby as it grows.
Sp2
Living Things and their Habitats 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
Pupils must also learn about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals.
take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
life cycle, mammal, amphibian, insect, bird, reproduction, plants, animals, sexual, asexual, seeds, stem, roots, tuber, bulb, grow
Observe life cycles in a variety of living things in the local environment.Compare life cycles of plants and animals around the world.Try to grow new plants from different parts of the parent plant.Scientists: David Attenborough, Jane Goodall
Su Earth and Space 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
Pupils must also learn that it is never safe to look directly at the sun, even
take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
Earth, Sun, Moon, planets, solar system, day, night, star, rotation, spherical, movement, dwarf planet, celestial, orbit
Find out about development of ideas about the solar system from geocentric to heliocentric.Compare time of day at different places on the Earth.Construct simple models of the solar system, shadow clocks and
St. George’s Science Curriculumwhen wearing dark glasses. identify scientific evidence that has
been used to support or refute ideas or arguments
sundials.Scientists: Ptolemy, Alhazen, Copernicus
St. George’s Science CurriculumYear
6Topic Working Scientifically Vocabulary Resources/
Ideas
A1
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
record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
classification, micro-organisms, plants, animals, invertebrates (insects, spiders, snails, worms), vertebrates (fish, amphibians, reptiles, birds, mammals), group, habitat
local environmentSub-divide broad groups into smaller groups.Use classification systems and keys.Research unfamiliar animals and plants from a broad range of other habitats and decide how to classify them.
A2
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
record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
identify scientific evidence that has been used to support or refute ideas or arguments
change, time, fossils, inhabit, Earth, offspring, variation, adapted, environment, habitat, evolution
local animalsExplore:different breeds of dogs and crossing them, how giraffes’ necks got longer, how artic foxes developed insulating fur, penguins, cacti, camelsm beaks, gills, lungs, flowers, etc.Scientists: Mary Anning, Charles Darwin, Alfred Wallace
St. George’s Science CurriculumYear
6Topic Working Scientifically Vocabulary Resources/
Ideas
Sp1
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
identify scientific evidence that has been used to support or refute ideas or arguments
body, organs, skeletal, muscular, digestive system, circulatory system, healthy, function, drugs, exercise, substances
Explore the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.
Sp2
Electricity 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 the 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
plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
use test results to make predictions to set up further comparative and fair tests
report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms
record data and results of increasing complexity using scientific diagrams
lamp, bulb, switch, buzzer, motor, wires, components, series circuit, brightness, volume, voltage, number, on, off, circuit diagram
Use circuit symbols to represent a simple circuit in a diagram.Systematically identify the effect of changing one component in a time in a circuit.Design and make a set of traffic lights, a burglar alarm or some other useful circuit.
Su 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
plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
light source, reflect, reflection, shadow, straight lines, objects, block, opaque, rainbow, travel
Design and make a periscope and use the idea that light appears to travel in straight lines to explain how it works.Investigate the relationship between light sources, objects and shadows by
St. George’s Science Curriculumlines to explain why shadows have the same shape as the objects that cast them
using shadow puppets.Look at a range of phenomena including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (without needing to explain why these phenomena occur).
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