Coopersale and Theydon Garnon Church of England Primary School

Science Curriculum Map

Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
Working scientifically
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 recognise 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 / Working scientifically
During Years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
 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, for example 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, 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 and suggest improvements, new questions and predictions for setting up further tests
 identifying differences, similarities or changes related to simple scientific ideas and processes
 using straightforward scientific evidence to answer questions or to support their findings. / Working scientifically
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, bar and line graphs, and models
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 using test results to make predictions to set up further comparative and fair tests
 using simple models to describe scientific ideas
 identifying scientific evidence that has been used to support or refute ideas or arguments.
Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
Plants
Names of plants and trees
Parts of flowering plants and trees, identify and label / Plants
Propagation from seeds and bulbs
Conditions for healthy growth / Plants
Function of parts of flowering plants
Pollination
Exploration of conditions for good plant growth
Water transportation / Plants
Life cycles of a variety of plants
Animals, including humans
Identify and label the sense organs
Compare types of vertebrate
Group animals by diet / Animals, including humans
Procreation
Healthy life styles / Animals, including humans
Healthy diet and nutrition
Water transport in humans and animals
Skeletal/muscular system for protection support and movement / Animals, including humans
Digestion
Teeth
Identify descriptors of plants and animals in food chains / Animals, including humans
describe the changes as humans develop from birth to old age / Animals, including humans:
identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood.
Describe hoe nutrients and water are transported in animals including humans
Recognise impact of diet, drugs and lifestyle on health
All living things and their habitats
Compare things: living, dead or never livingidentify that most things live in habitats suited to animals or plants needs / All living things
Changing environments and dangers to habitats
Classification-keys- …. / All living things
Life cycles of mammal, amphibian insect and bird
Reproduction description of life processes / All living things
Taxonomic classification based on observation giving reasons
Biology in green / Evolution and inheritance
Offspring vary from parents-adaptation leads to evolution
Evidence from fossils
Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
Everyday materials-
Properties
Chemistry in pink / Uses of everyday materials
Uses of everyday materials / Rocks
Sort and compare by properties-
Describe how fossils were formed
Constituents of soil / States of matter
S,L,G- temperature scale
Water cycle / Properties and changes of materials
Comparisons Separating techniques
S;L;G
non-reversible changes leading to new materials
Forces and magnets
Contact-non contact
Magnetic/non-magnetic materials Magnetic polesRepel & attract prediction
Compare how things move on different surfaces / Forces
Gravity, drag, pulley, levers and gears
Seasonal changes including weather and day length / Light
Sources, reflection and size of shadows. / Sound
Sound as vibrations, we hear with our ears; , pitch related to features of object, volume related to distance / Earth and space
Relative movement of Sun, Earth, planets
and Moon
Day and night / Light
Entering eye, travelling in straight lines, size of shadows
Physics in blue / Electricity:
Conductors and insulators -Simple series circuits; bulbs, switches / Electricity
Relate 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