Science
Overview
Science programmes of study in the national curriculum are assigned to specific year groups; however, these are not compulsory to follow in that exact structure and must be covered by the end of each phase. Our curriculum is carefully sequenced to ensure full coverage while enabling children to build knowledge progressively over time.
Physics is not formally introduced until Key Stage 2. However, in Key Stage 1, children begin to explore natural phenomena, such as shadows, laying the foundations for later learning.
In our curriculum, the names of science projects are matched closely to national curriculum aspects, such as Living Things and Their Habitats and Earth and Space. In Key Stage 1, the aspect of Animals, including Humans is carefully structured so that children first learn about humans before expanding their understanding to animals.
The science projects are sequenced to develop both children’s substantive knowledge (what they know) and disciplinary knowledge (how they work scientifically). Where possible, meaningful links are made with other subjects. For example, in Year 3, the projects Plant Nutrition and Reproduction and Light and Shadows are taught alongside the design and technology project Greenhouse and the art and design project Beautiful Botanicals. These connections help children apply and embed their learning in real and relevant contexts.
The sequencing of projects ensures that children develop the knowledge and vocabulary needed to understand more complex concepts over time. Each project is also carefully placed within the year to maximise opportunities for first-hand experiences, such as growing plants or observing seasonal change.
Across all projects, children develop their ability to question, investigate, observe, test and draw conclusions, building strong scientific thinking alongside their knowledge.
Key Stage 1
In Year 1, children begin the autumn term with Everyday Materials, linking their learning to the design and technology project Shade and Shelter. In the Human Senses project, they learn about the human body and how their senses help them understand the world.
In the spring term, children study Seasonal Changes, learning about weather patterns, living things and changes in day length. This learning is revisited and built upon in the summer term through Plant Parts, where children explore how plants grow.
Children finish the year with Animal Parts, linking back to their understanding of body parts and identifying similarities between humans and animals.
In Year 2, children begin with Human Survival, learning about what humans need to stay healthy. This is extended through the Habitats project, where they explore how animals survive in different environments.
In the spring term, children study Uses of Materials, building on their previous learning to understand how materials can be changed through simple processes such as bending and twisting. In Plant Survival, children investigate what plants need to grow and stay healthy.
Finally, in Animal Survival, children bring together their learning to understand what animals need to live and thrive.
Lower Key Stage 2
Building on their Key Stage 1 learning, children begin to study more complex scientific ideas.
In Year 3, children learn about the skeletal and muscular system in Skeletal and Muscular Systems, making comparisons with other animals and linking to healthy lifestyles through the design and technology project Cook Well, Eatwell.
In the spring term, children revisit materials through Forces and Magnets, exploring magnetic and contact forces and investigating how objects move. Learning about rocks and soils is also supported through the geography project Rocks, Relics and Rumbles.
In the summer term, children study Plant Nutrition and Reproduction, linking structure to function, before moving on to Light and Shadows, where they explore how light behaves and revisit key vocabulary such as opaque and transparent.
In Year 4, children study the digestive system in Digestive System, again making comparisons with other animals. In Sound, they explore how sounds are made and travel, developing understanding of pitch and volume.
In the spring term, States of Matter introduces solids, liquids and gases, and links to the water cycle through geography learning. In Grouping and Classifying, children begin to use classification keys to organise living things.
In the summer term, children study Electrical Circuits and Conductors, building and testing simple circuits and identifying conductors and insulators.
Upper Key Stage 2
In Year 5, children develop their understanding of forces in Forces and Mechanisms, including gravity, air resistance and water resistance. This learning supports their understanding in Earth and Space, where they explore the solar system and the movement of planets.
In the spring term, children study Human Reproduction and Ageing, building on earlier learning about life cycles. In the summer term, Properties and Changes of Materials revisits prior knowledge and introduces new concepts such as thermal conductivity, solubility and irreversible chemical changes.
In Year 6, children study the Circulatory System, understanding how nutrients, water and gases are transported around the body. Classification is revisited and deepened through links with the geography project Frozen Kingdoms.
Children also build on their understanding of electricity in Electrical Circuits and Components, using standard symbols and investigating the effect of voltage. In Light Theory, they explore how light travels and how shadows are formed.
Finally, in Evolution and Inheritance, children learn about inheritance, natural selection and how species evolve over time.
Impact
By the time children leave St Paul’s, they have developed:
- Secure knowledge across all areas of the science curriculum, including biology, chemistry and physics
- A strong understanding of key scientific concepts and how they connect
- The ability to work scientifically, including observing, testing, recording and analysing results
- Confidence in using scientific vocabulary accurately
Children can:
- Explain scientific processes and concepts clearly
- Make predictions and test ideas through investigation
- Use evidence to support conclusions
- Understand how science is relevant to everyday life and the wider world
Children build and retain knowledge over time, revisiting key concepts so that learning is embedded, progressive and connected.
Most importantly, children develop a curiosity about the world, asking questions and seeking answers like scientists.