0121 552 3625

At Christ Church Primary School, we recognise the importance of science in every aspect of life. Science increases children’s knowledge and understanding of the world around them and develops skills associated with science as a process of enquiry.  Our Science curriculum fosters the natural curiosity of our children. It promotes respect for living organisms and the physical environment and provides opportunities for the critical evaluation of evidence.

Science  - Progression and Breadth of Study

Purpose of Study

We aim that through the teaching of Science, our children will have mastered - 

• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings. 

• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. 

• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.

• High levels of originality, imagination or innovation in the application of skills.

• The ability to undertake practical work in a variety of contexts, including fieldwork.

• A passion for science and its application in past, present and future technologies.




Years 1 and 2

Years 3 and 4

Years 5 and 6

To work scientifically

  • ask simple questions and recognise that they can be answered in different ways 

  • observe closely, using simple equipment

  •  perform simple tests

  •  identify and classify

  • using their observations and ideas to suggest answers to questions

  • gather and record data to help in answer questions

  • asking relevant questions and using different types of scientific enquiries to answer them

  • set up simple practical enquiries, comparative and fair tests

  • make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

  • 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, bar charts, and tables

  • report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

  • 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

  • use straightforward scientific evidence to answer questions or to support their findings

  • 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

  • Record data and results using scientific diagrams and labels

  • 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 such as displays and other presentations

  • Identify scientific evidence that has been used to support or refute ideas or arguments

To understand plants (Biology)

Year 1 - Summer (Growing)

  • 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

Year 2 - Spring (China)

  • 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

Year 3 - Spring (Environments)

  • 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


To understand animals and humans (Biology)

Year 1 - Autumn (Pets)

  • 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 (fish, amphibians, reptiles, birds and mammals, including pets)

  • identify, name and label the basic parts of the human body and say which part of the body is associated with each sense

Year 2 - Summer (Health and Exercise)

  • 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 and air)

  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Year 3 - Summer (link to British values and rights to nutrition etc… Unicef)

  • 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

Year 4  - Autumn (Egypt)

  • 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

Year 5 - Autumn (Life expectancy - to Vikings etc)

  • Describe the changes as humans develop to old age

Year 6 - Autumn

  • 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

To investigate living things and their habitats


Year 2 - Spring (China)

  • 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.

Year 4 - Summer (Water)

  • 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

            Year 5 - Spring (Rainforests)

  • 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

Year 6 - Summer (outdoor environment - link to legacy)

  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals

  • Give reasons for classifying plants and animals based on specific characteristics

To understand evolution and inheritance (Biology)


Year 6 - Spring (Newton - inspirational people)

  • 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

To investigate materials (Chemistry)

Year 1 - Spring (Oldbury)

  • 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

Year 2 - Autumn (GFoL)

  • 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 solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Year 3 - Autumn (Ancient Greeks)

  • 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

Year 4 - Summer (water)

  • 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

Year 5 - Summer (Inventions)

  • Compare and group together everyday materials on the basis of their properties, including their hardness, transparency, and 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, woods and plastics

  • 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

To understand movement, forces and magnets  (Physics)


Year 3 - Spring (Natural disasters)

  • 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 magnets as having two poles

  • predict whether two magnets will attract or repel each other, depending on which poles are facing

Year 5 - Summer (Inventions)

  • 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

To understand light and seeing (Physics)


Year 3 - Autumn (Ancient Greeks - sundials, shadow puppets)

  • 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 an opaque object

  • find patterns in the way that the size of shadows change

Year 6 - Autumn (link to war light - blackout etc…)

  • 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

To investigate sound and hearing (Physics)


Year 4 - Spring (link to creating ambience for pop up restaurant, national anthems)

  • 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


To understand electrical circuits (Physics)


Year 4 - Spring (link to creating pop up restaurant - door buzzer, table light)

  • 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

Year 6 - Autumn (link to war - sirens etc…)

  • 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 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

To understand seasonal change and  the Earth’s movement in space (Physics)

Year 1 - Seasonal Changes - ongoing in each Season

  • observe changes across the four seasons.

  • observe and describe weather associated with the seasons and how day length varies


Year 5 - Autumn (link to Viking beliefs about the world)

  • 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

Breadth of Study (subject topics) - 




Continuous provision

Working Scientifically covered across all years each term

Seasonal Change and Living Things and Their Habitats covered throughout appropriate seasons 

Year 1

To understand the Earth’s movement in Space. (continuous provision)

To understand animals (Aut 2) and humans (Aut 1)

To understand the Earth’s movement in Space. (continuous provision)

To investigate materials (Spr)

To understand the Earth’s movement in Space. (continuous provision- Summer 1)

To understand plants (Summer 2)

Year 2

To investigate materials  (Everyday materials (Aut 1)

 Materials - Squash, Bend Twist Stretch (Aut 2)

To understand living things and their habitats (Spring 1 )

To understand plants (Spring 2 )

To understand animals and humans (Summer 1)

To understand living things and their habitats (Summer 2)

Year 3

To understand materials (rocks and soil) - (Aut 1)

To understand light and seeing - (Aut 2)

To understand movement, forces and magnets. (Spr 1 )

To understand plants - Roots and Shoots (Spr2)

To understand animals and humans(Summer 1)

To understand plants (summer 2)

Year 4

To investigate living things and their habitats (Aut1)

To understand animals and humans (Aut 2)

To understand electrical circuits (Spr 1 )

To investigate sound and hearing (Spring 2)

To investigate living things and their habitats. (Summer 1)

To investigate materials (Summer 2)

Year 5

To understand the Earth’s movement in Space (Aut1)

To understand animals and humans (Aut 2)

To investigate living things and their habitats. (Spr 1)

To investigate materials (Spr 2)

To understand movement, forces and magnets (Summer 1)

To investigate materials 2  (Summer 2)

Year 6

To understand light and seeing (Aut 1)

To understand electrical circuits (Aut 2 )

To investigate living things and their habitats (Spr 1)

To understand evolution and inheritance (Spr 2)

To understand animals and humans (Summer 1)

Application of previously taught areas of study in overall sport project (Summer 2)

Christ Church C of E Primary School,
Albert Street, Oldbury, B69 4DE
Email: enquiries@christchurchsandwell.org
Tel: 0121 552 3625
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