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BELIEVING, LEARNING AND SHARING TOGETHER: The crowning of Mellor St Mary's Rose Queen for 2022 has been moved to Sunday 2nd October at 2:30pm, followed by a procession of witness and refreshments in Church. All are welcome to attend.
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Mellor St Mary CE Primary School

Learning Together

Science Curriculum

Mixed Classes themes:

As a school we operate mixed class teaching for Science in all year groups. Our long term plans are based off the National Curriculum through the PLAN assessment tool. These units are linked to other foundation subjects where possible.

EYFS has a Year A and a Year B which complements the KS1 2 year cycle, KS1 has a 2 year cycle : KS2 (Y3/4/5) have a 3 year cycle and KS2 (Y6) has a 1 year cycle.

EYFS

 Year A

Theme

Falling Leaves

EYFS Link

Understanding the World

  • Explore the natural world around them.
  • Describe what they see, hear and feel whilst outside.
  • Understand the effect of changing seasons on the natural world around them.

Knowledge

  • Talk about different types of weather.
  • Talk about the four seasons.
  • Talk about the living things they see in the playground and on visits during each season.

Theme

Big and Little Animals

EYFS Link

Understanding the World

  • Recognise some environments that are different to the one in which they live.

Knowledge

  • Name and describe animals that live in different habitats.
  • Describe different habitats.

Theme

Growing Plants

EYFS Link

Understanding the World

  • Understand the key features of the life cycle of a plant and an animal.
  • Begin to understand the need to respect and care for the natural environment and all living things.
  • Use all their senses in hands-on exploration of natural materials. 
  • Explore collections of materials with similar and/or different properties.
  • Plant seeds and care for growing plants.

Knowledge

  • Describe some differences between seeds and bulbs.
  • Identify seeds and bulbs.
  • Talk about how they planted and cared for seeds and bulbs.
  • Explain that a seed or bulb grew into a plant and then died.
  • Children do not damage the living things they encounter in the natural environment.
  • Children show care and encourage others to care for things they encounter in the natural environment.
 Year B

 

Keeping Healthy

EYFS Link

Understanding the World

  • Use all their senses in hands-on exploration of natural materials.
  • Explore collections of materials with similar and/or different properties.
  • Talk about the differences between materials and changes they notice.

Knowledge

  • Name the material they are using.
  • Talk about one property of a material.
  • Talk about ingredients for recipes.
  • Talk about how mixtures change when ingredients are added.
  • Talk about how materials change when cooked. 
  • Talk about how materials change when heated.
  • Talk about how materials change when frozen
  • Talk about foods that are good for us.

 

Natural Materials

EYFS Link

Understanding the World

  • Explore the natural world around them.
  • Describe what they see, hear and feel whilst outside.

Knowledge

  • Name the material they are using and why.
  • Talk about multiple properties of the material and why it is suited for its purpose.
  • Observe changes in their natural world and say why it is different now or will change in the future.
  • Compare and describe how materials change over time and in different conditions

 

What grows in my garden

EYFS Link

Understanding the World

  • Understand the key features of the life cycle of a plant and an animal.
  • Begin to understand the need to respect and care for the natural environment and all living things.
  • Use all their senses in hands-on exploration of natural materials. 
  • Explore collections of materials with similar and/or different properties.
  • Plant seeds and care for growing plants.

 

Knowledge

  • Describe some differences between seeds and bulbs.
  • Identify seeds and bulbs.
  • Talk about how they planted and cared for seeds and bulbs.
  • Explain that a seed or bulb grew into a plant and then died.
  • Children do not damage the living things they encounter in the natural environment.
  • Children show care and encourage others to care for things they encounter in the natural environment.

 

Y1/2

Cycle A 

Theme

An introduction to animals and seasons

NC Link

  • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. (Y1)
  • Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets (Y1)

 

Knowledge

  • Name a range of animals which includes animals from each of the vertebrate groups (Y1)
  • Describe the key features of these named animals (Y1)
  • Label key features on a picture/diagram (Y1)
  • Write descriptively about an animal (Y1)
  • Write a What am I? riddle about an animal (Y1)
  • Describe what a range of animals eat (Y1)

 

Theme

Seasons (Topic runs through cycle A)

NC Link

  • Observe changes across the four seasons.
  • Observe and describe weather associated with the seasons and how day length varies

Knowledge

  • Can name the four seasons and identify when in the year they occur
  • Can describe weather in different seasons over a year
  • Can describe days as being longer (in time) in the summer and shorter in the winter
  • Can describe other features that change through the year

Theme

Animals and their habitats

NC Link

  • Find out about and describe the basic needs of animals, including humans, for survival (water, food and air). (Y2)
  • Explore and compare the differences between things that are living, dead, and things that have never been alive (Y2)
  • 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 (Y2)
  • Identify and name a variety of plants and animals in their habitats, including micro-habitats (Y2)
  • 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 (Y2)

Knowledge

  • Find a range of items outside that are living, dead and never lived (Y2)
  • Name a range of animals and plants that live in a habitat and micro-habitats that they have studied (Y2)
  • Talk about how the features of these animals and plants make them suitable to the habitat (Y2)
  • Talk about what the animals eat in a habitat and how the plants provide shelter for them
  • Construct a food chain that starts with a plant and has the arrows pointing in the correct direction (Y2)

Theme

Plants and trees

NC Link

  • Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. (Y1)
  • Identify and describe the basic structure of a variety of common flowering plants, including trees (Y1)

Knowledge

  • Name trees and other plants that they see regularly
  • Describe some of the key features of these trees and plants e.g. the shape of the leaves, the colour of the flower/blossom
  • Point out trees which lost their leaves and those that kept them the whole year
  • Point to and name the parts of a plant, recognising that they are not always the same e.g. leaves and stems may not be green
Y1/2Cycle B

Theme

The body/ Staying Healthy

NC Link

  • Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. (Y1)
  • Notice that animals, including humans, have offspring which grow into adults. (Y2)
  • Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. (Y2)

Knowledge

  • During PE lessons, can follow instructions involving parts of the body (Y1)
  • Label parts of the body on pictures and diagrams (Y1)
  • Explore objects using different senses (Y1)
  • Describe how animals, including humans, have offspring which grow into adults, using the appropriate names for the stages (Y2)
  • State the importance for humans of exercise, eating the right amounts of different types of food, and hygiene (Y2)
  • Name foods in each section of the Eatwell Guide (Y2)

Theme

Materials

NC Link

  • Distinguish between an object and the material from which it is made. (Y1)
  • Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. (Y1)
  • Describe the simple physical properties of a variety of everyday materials. (Y1)
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties. (Y1)
  • Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. (Y2)
  • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. (Y2)

Knowledge

  • Label a picture or diagram of an object made from different materials (Y1)
  • Describe the properties of different materials (Y1)
  • Name an object, say what material it is made from, identify its properties and make a link between the properties and a particular use (Y2)
  • Label a picture or diagram of an object made from different materials (Y2)
  • For a given object can identify what properties a suitable material needs to have  (Y2)

Theme

Plants Seeds and bulbs

NC Link

  • Observe and describe how seeds and bulbs grow into mature plants. (Y2)
  • Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy (Y2)

Knowledge

  • Can describe how plants that they have grown from seeds and bulbs have developed over time (Y2)
  • Can identify plants that grew well in different conditions (Y2)

 

Y3/4/5                                                                                                     Cycle A

Theme

States of Matter

NC Links

  • Compare and group materials together, according to whether they are solids, liquids or gases. (Y4)
  • 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). (Y4)
  • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. (Y4)

Knowledge

  • Create a concept map, including arrows linking the key vocabulary
  • Name properties of solids, liquids and gases
  • Give everyday examples of melting and freezing
  • Give everyday examples of evaporation and condensation
  • Describe the water cycle

Theme

Changes of materials

NC Links

  • 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. (Y5)
  • Know that some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution. (Y5)
  • Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. (Y5)
  • Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. (Y5)
  • Demonstrate that dissolving, mixing and changes of state are reversible changes. (Y5)
  • 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. (Y5)

Knowledge

  • Use understanding of properties to explain everyday uses of materials, for example, how bricks, wood, glass and metals are used in buildings
  • Explain what dissolving means, giving examples
  • Name equipment used for filtering and sieving
  • Use knowledge of liquids, gases and solids to suggest how materials can be recovered from solutions or mixtures by evaporation, filtering or sieving
  • Describe some simple reversible and non-reversible changes to materials, giving examples

Theme

Earth and Space

NC Links

  • Describe the movement of the Earth, and other planets, relative to the Sun in the solar system. (Y5)
  • Describe the movement of the Moon relative to the Earth. (Y5)
  • Describe the Sun, Earth and Moon as approximately spherical bodies. (Y5)
  • Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky (Y5)

Knowledge

  • Create a voice over for a video clip or animation
  • Show, using diagrams, the movement of the Earth and Moon
  • Explain the movement of the Earth and Moon
  • Show using diagrams the rotation of the Earth and how this causes day and night
  • Explain what causes day and nigh

Theme

Electricity

NC Links

  • Identify common appliances that run on electricity. (Y4)
  • Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers. (Y4)
  • 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. (Y4)
  • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit. (Y4)
  • Recognise some common conductors and insulators, and associate metals with being good conductors. (Y4)

Knowledge

  • Name the components in a circuit
  • Make electric circuits
  • Control a circuit using a switch
  • Name some metals that are conductors
  • Name materials that are insulators

Theme

Sound

NC Link

  • Identify how sounds are made, associating some of them with something vibrating. (Y4)
  • Recognise that vibrations from sounds travel through a medium to the ear. (Y4)
  • Find patterns between the pitch of a sound and features of the object that produced it. (Y4)
  • Find patterns between the volume of a sound and the strength of the vibrations that produced it. (Y4)
  • Recognise that sounds get fainter as the distance from the sound source increases. (Y4)

Knowledge

  • Can name sound sources and state that sounds are produced by the vibration of the object
  • Can state that sounds travel through different mediums such as air, water, metal
  • Can give examples to demonstrate how the pitch of a sound are linked to the features of the object that produced it
  • Can give examples of how to change the volume of a sound e.g. increase the size of vibrations by hitting or blowing harder
  • Can give examples to demonstrate that sounds get fainter as the distance from the sound source increases

Y3/4/5

Cycle B

Theme

Plants

NC Links

  • Identify and describe the functions of different parts of flowering plants: roots; stem/trunk; leaves; and flowers. (Y3)
  • 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. (Y3)
  • Investigate the way in which water is transported within plants. (Y3)
  • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal (Y3)

Knowledge

  • Explain the function of the parts of a flowering plant
  • Describe the life cycle of flowering plants, including pollination, seed formation, seed dispersal, and germination
  • Give different methods of pollination and seed dispersal, including examples

Theme

Living things and their habitats

NC Links

  • Recognise that living things can be grouped in a variety of ways. (Y4)
  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. (Y4)
  • Recognise that environments can change and that this can sometimes pose dangers to living things. (Y4)

Knowledge

  • Name living things living in a range of habitats, giving the key features that helped them to identify them
  • Give examples of how an environment may change both naturally and due to human impact

Theme

Forces and Magnets

NC Links

  • Compare how things move on different surfaces. (Y3)
  • Notice that some forces need contact between two objects, but magnetic forces can act at a distance. (Y3)
  • Observe how magnets attract or repel each other and attract some materials and not others. (Y3)
  • 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. (Y3)
  • Describe magnets as having two poles. (Y3)
  • Predict whether two magnets will attract or repel each other, depending on which poles are facing. (Y3)

Knowledge

  • Give examples of forces in everyday life
  • Give examples of objects moving differently on different surfaces
  • Name a range of types of magnets and show how the poles attract and repel
  • Draw diagrams using arrows to show the attraction and repulsion between the poles of magnets

Theme

Forces

NC Links

  • Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. (Y5)
  • Identify the effects of air resistance, water resistance and friction that act between moving surfaces. (Y5)
  • Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. (Y5)

Knowledge

  • Demonstrate the effect of gravity acting on an unsupported object
  • Give examples of friction, water resistance and air resistance
  • Give examples of when it is beneficial to have high or low friction, water resistance and air resistance
  • Demonstrate how pulleys, levers and gears work

Theme

Human changes - age.

NC Links

  • Describe the changes as humans develop to old age (Y5)

Knowledge

  • Explain the changes that takes place in boys and girls during puberty
  • Explain how a baby changes physically as it grows, and also what it is able to do
Y3/4/5Cycle C

Theme

Rocks

NC Link

  • Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. (Y3)
  • Describe in simple terms how fossils are formed when things that have lived are trapped within rock. (Y3)
  • Recognise that soils are made from rocks and organic matter. (Y3)

Knowledge

  • Name some types of rock and give physical features of each
  • Explain how a fossil is formed
  • Explain that soils are made from rocks and also contain living/dead matter

Theme

Nutrition/Skeletons

NC Link

  • 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. (y3)
  • Identify that humans and some other animals have skeletons and muscles for support, protection and movement (y3)

Knowledge

  • Name the nutrients found in food
  • State that to be healthy we need to eat the right types of food to give us the correct amount of these nutrients
  • Can name some bones that make up their skeleton, giving examples that support, help them move or provide protection
  • Can describe how muscles and joints help them to move

Theme

Digestion and teeth

NC Link

  • Describe the simple functions of the basic parts of the digestive system in humans.(Y4)
  • Identify the different types of teeth in humans and their simple functions. .(Y4)
  • Construct and interpret a variety of food chains, identifying producers, predators and prey. (Y4)

Knowledge

  • Sequence the main parts of the digestive system
  • Draw the main parts of the digestive system onto a human outline
  • Describe what happens in each part of the digestive system
  • Point to the three different types of teeth in their mouth and talk about their shape and what they are used for
  • Name producers, predators and prey within a habitat
  • Construct food chains

Theme

light

NC Links

  • Recognise that they need light in order to see things, and that dark is the absence of light. (Y3)
  • Notice that light is reflected from surfaces. (Y3)
  • 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. (Y3)
  • Find patterns in the way that the size of shadows change. (Y3)

Knowledge

  • Describe how we see objects in light and can describe dark as the absence of light 
  • State that it is dangerous to view the sun directly and state precautions used to view the sun, for example in eclipses
  • Define transparent, translucent and opaque
  • Describe how shadows are formed

 

Y6

One Year Cycle 

Theme

Evolution and inheritance/ Classification

NC Links

  • 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.

Knowledge

  • Explain the process of evolution
  • Give examples of how plants and animals are suited to an environment
  • Give examples of how an animal or plant has evolved over time e.g. penguin, peppered moth
  • Identify unknown plants and animals
  • Create classification keys for plants and animal
  • Give a number of characteristics that explain why an animal belongs to a particular group

Theme

Circulatory System

NC Links

  • Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
  • Describe the ways in which nutrients and water are transported within animals, including humans.

Knowledge

  • Draw a diagram of the circulatory system and label the parts and annotate it to show what the parts do
  • Produces a piece of writing that demonstrates the key knowledge e.g. explanation text, job description of the heart

Theme

Keeping Healthy

NC Link

  • Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Knowledge

  • Can explain both the positive and negative effects of diet, exercise, drugs and lifestyle on the body

Theme

Light

NC Link

  • 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.

Knowledge

  • Describe, with diagrams or models as appropriate, how light travels in straight lines either from sources or reflected from other objects into our eyes
  • Describe, with diagrams or models as appropriate, how light travels in straight lines past translucent or opaque objects to form a shadow of the same shape

 

Electricity

NC Link

  • 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.

Knowledge

  • Make electric circuits and demonstrate how variation in the working of particular components, such as the brightness of bulbs, can be changed by increasing or decreasing the number of cells or using cells of different voltages
  • Draw circuit diagrams of a range of simple series circuits using recognised symbol
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