Home Page


At St John's we follow the National Curriculum for Science. Please use the following link to see the programme of study:


Below is an overview of the National Curriculum for Science shown per year group and divided into the strands of Biology, Chemistry and Physics. Also the last table highlights the scientific skills that are developed and taught throughout the Curriculum. Please see the individual class pages for Science coverage each term. 


Year 1




P1.1 identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

P1.2 identify and describe the basic structure of a variety of common flowering plants, including trees (leaf, flower, stem, root)

Animals, including humans


A1.1 identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

A1.2 identify and name a variety of common animals that are carnivores, herbivores and omnivores

A1.3 describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds, and mammals including pets)

A1.4 identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Seasonal Changes


SC1.1 observe changes across the four seasons (by observing how the plants change in the local area throughout the year, e.g., link to trees)

SC1.2 observe and describe weather associated with the seasons and how day length varies (over the year)


Properties of Materials


M1.1 distinguish between an object and the material from which it is made

M1.2 identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

M1.3 describe the simple physical properties of a variety of everyday materials

M1.4 compare and group together a variety of everyday materials on the basis of their simple physical properties


Light and Dark

(old curriculum)

3a. to identify different light sources, including the Sun

3b. that darkness is the absence of light


(old curriculum)

Explore battery powered toys and carry out a variety of enquiries related to these (1a. about everyday appliances that use electricity)

Forces and Movement

2a. To find out about and describe the movement of, familiar things, (for example, cars going faster, slowing down, changing direction)

2b That both pushes and pulls are examples of forces

2c To recognise that when things speed up, slow down or change direction, there is a cause (for example, a push or pull)


Year 2




P2.1 observe and describe how seeds and bulbs grow into mature plants

P2.2 find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Animals, including humans


A2.1 notice that animals, including humans, have offspring which grow into adults

A2.2  find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

A2.3 describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene  (2d. about the role of drugs as medicines)

Living things and their Habitats


LH2.1 explore and compare the differences between things that are living, dead, and things that have never been alive

LH2.2 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

LH2.3 identify and name a variety of plants and animals in their habitats, including micro-habitats

LH2.4 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


Uses of everyday materials


M2.1 identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

M2.2 find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching



(old curriculum)

3c. that there are many kinds of sound and sources of sound

3d. that sounds travel away from sources, getting fainter as they do so, and that they are heard when they enter the ear

Enquiry based with children exploring different ways of making and altering sounds


(old curriculum)

1b. about simple series circuits involving batteries, wires, bulbs and other components (for example, buzzers, motors)

1c. how a switch can be used to break a circuit


Year 3




P3.1 Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

P3.2 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

P3.3 Investigate the way in which water is transported within plants

P3.4  Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Animals, including humans


A3.1 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

A3.2 Identify that humans and some other animals have skeletons and muscles for support, protection and movement




R3.1 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

R3.2 Describe in simple terms how fossils are formed when things that have lived are trapped within sedimentary rock

R3.3 Recognise that soils are made from rocks and organic matter





L3.1 Recognise that they need light in order to see things and that dark is the absence of light

L3.2 Notice that light is reflected from surfaces

L3.3 Recognise that light from the sun can be dangerous and that there are ways to protect their eyes

L3.4 Recognise that shadows are formed when the light from a light source is blocked by a solid object

L3.5 Find patterns in the way that the size of shadows change

Forces and magnets


F3.1 Compare how things move on different surfaces

F3.2 Notice that some forces need contact between two objects but magnetic forces can act at a distance

F3.3 Observe how magnets attract or repel each other and attract some materials and not others

F3.4 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

F3.5 Describe magnets as having two poles

F3.6 Predict whether two magnets will attract or repel each other, depending on which poles are facing


Year 4


Animals, including humans


A4.1 Describe the simple functions of the basic parts of the digestive system in humans

A4.2 Identify the different types of teeth in humans and their simple functions

A4.3 Construct and interpret a variety of food chains, identifying producers, predators and prey

Living things and their Habitats


LH4.1 Recognise that living things can be grouped in a variety of ways

LH4.2 Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

LH4.3 Recognise that environments can change and that this can sometimes pose dangers to living things


States of matter


SM4.1 Compare and group materials together, according to whether they are solids, liquids or gases

SM4.2 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 (oC)

SM4.3 Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature




S4.1 Identify how sounds are made, associating some of them with something vibrating

S4.2 Recognise that vibrations from sounds travel through a medium to the ear

S4.3 Find patterns between the pitch of a sound and features of the object that produced it

S4.4 Find patterns between the volume of a sound and the strength of the vibrations that produced it

S4.5 Recognise that sounds get fainter as the distance from the sound source increases



E4.1 Identify common appliances that run on electricity

E4.2 Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

E4.3 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

E4.4 Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

E4.5 Recognise some common conductors and insulators, and associate metals with being good conductors


Year 5


Animals, including humans


A5.1 Describe the changes as humans develop from birth to old age

Living things and their Habitats


LH5.1 Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

LH5.2 Describe the life process of reproduction in some plants and animals



Properties and changes of materials



M5.1 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

M5.3 Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering; sieving and evaporating

M5.4 Give reasons based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

M5.2 Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

M5.5 Demonstrate that dissolving, mixing and changes of state are reversible changes

M5.6 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




F5.1 Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

F5.2 Identify the effects of air resistance, water resistance and friction that act between moving surfaces

F5.3 Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

Earth and Space


ES5.1 Describe the movement of the Earth, and other planets, relative to the Sun in the Solar System

ES5.2 Describe the movement of the Moon relative to the Earth

ES5.3 Describe the Sun, Earth and Moon as approximately spherical bodies

ES5.4 Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky


Year 6


Animals, including humans


A6.1 Identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood

A6.2 Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

A6.3 Describe the way in which nutrients and water are transported within animals, including humans

Living things and their Habitats


LH6.1 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

LH6.2 Give reasons for classifying plants and animals based on specific characteristics

Evolution and Inheritance


EI6.1 Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

EI6.2 Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents (evolution)

EI6.3 Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution




L6.1 Recognise that light appears to travel in straight lines

L6.2 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

L6.3 Explain that we see things because light travels from light sources to our eyes or from light sources to objects to our eyes

L6.4 Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them



E6.1 Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

E6.2 Compare and give reasons for variations in how components functions, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

E6.3 Use recognised symbols when representing a simple circuit in a diagram


Working Scientifically:



(Years 1 & 2)

WS1.1 ask simple questions and recognise that they can be answered in different ways

WS1.2 observe closely, using simple equipment

WS1.3 perform simple tests

WS1.4 identify and classify

WS1.5 use their observations and ideas to suggest answers to questions

WS1.6 gather and record data to help in answering questions

Lower KS2

(Years 3 & 4)

WSL2.1 ask relevant questions and use different types of scientific enquiries to answer them

WSL2.2 set up simple practical enquiries, comparative and fair tests

WSL2.3 make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

WSL2.4 gather, record, classify and present data in a variety of ways to help in answering questions

WSL2.5 record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

WSL2.6 report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

WSL2.7 use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

WSL2.8 identify differences, similarities or changes related to simple scientific ideas and processes

WSL2.9 use straightforward scientific evidence to answer questions or to support their findings

Upper KS2

(Years 5 & 6)

WSU2.1 plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

WSU2.2 take measurements, using a range of scientific equipment, with increasing accuracy and precision, take repeat readings when appropriate

WSU2.3 record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

WSU2.4 use test results to make predictions to set up further comparative and fair tests

WSU2.5 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

WSU2.6 identify scientific evidence that has been used to support or refute ideas or arguments