The Crescent Primary School-Progression in
Year
Y1
Autumn 1
“Magnificent Me”
(My body/toys)
Humans as animals
Animals need food to
survive
Animals need a variety
of food to help them
grow, repair their
bodies, be active and
stay healthy.
Animals have senses to
help individuals
survive. When animals
sense things they are
able to respond.
NEED TO DECIDE
WHICH IS COVERED BY
1 OR 2
Autumn 2
“Superheroes”
(Superheroes)
Materials
There are different
materials
Materials have
describable
properties
Different materials
have different
properties
Spring 1
“The Statue”
(The Railways)
Pushes and pulls
Things can move in
different ways
Pushing and pulling
can make things
move or stop.
Larger masses take
bigger pushes and
pulls to move or
stop them.
Subject Leader: Nikki Beaton
Spring 2
“Jack and the Bean
Stalk”
(Traditional tales)
Plants
Plants usually grow
from seeds and
bulbs
Plants need warmth
light and water to
grow and survive.
Summer 1
“Our Incredible
Island”
(The British Isles)
Can spead to here.
Don’t forget
seasonal study each
term.
Summer 2
“All Creatures
Great and Small”
Living things
(Minibeasts and
other animals)
Some things are
living, some were
once living but are
now dead.
There is variation
between all living
things
Different animals
and plants live in
different places
Living things are
adapted to survive
in different
habitats
Year
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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
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 (Year 2 only).
Year
Y2
Autumn 1
“Magnificent Me”
(Basic needs)
Animals
Discuss with year 1
which to cover in which
year. Can repeat at a
more sophisticated
level.
Animals grow until
they reach maturity
and then do not grow
any longer
Animals reproduce
new animals when
they reach maturity.
All animals eventually
die
Exercise keeps animals
bodies
In good condition and
increases survival
chances
Animals move in order
to survive
Autumn 2
“Fire, fire!”
(Great fire of
London/Diwali)
Materials
There are different
materials
Different Materials
have different
properties
Materials have
describable
properties
Materials can be
changed by physical
force ( twisting ,
bending ,squashing
and stretching.
Spring 1
“Frozen”
(Artic Climates,
changes of state)
Habitats
There is variation in
all living things
Different animals
live in different
places
Living things are
adapted to survive
in different
habitats
Environmental
change can affect
the plants and
animals that live
there
Don’t forget the
seasonal study each
term.
Spring 2
“Infinity and
Beyond!”
(Space)
Forces
Pushing and pulling
can make things
move faster or
slower
Larger masses take
bigger pushes and
pulls to move or
stop them.
Bigger pushes and
pulls have bigger
effects.
Summer 1
“Incredible India”
(India)
Plants
Flowering plants
make seeds to
reproduce and make
more plants. Some
plants die after
producing seeds and
others live for many
generations
Summer 2
“Sunk!”
(The Titanic)
?
Application of
scientific knowledge
in different context
materials and
forces
Year
Autumn 1
Different animals move
in different ways to
help them survive.
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Animals need a variety
of food to help them
grow ,repair their
bodies , be active and
stay healthy
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
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 (Year 2 only).
Y3
“Magnificent Me”
skeletons and
nutrition
Many animals have
skeletons to support
their bodies and
“Sail the Seas”
(Historic dockyards)
Forces and
magnetism
Magnets exert
attractive and
“Grand Designers”
(William Morris)
Light
There must be light
for us to see.
Without light it is
“Savage Stone Age”
(Stone Age)
Rocks
Compare and group
together different
kinds of rocks on
“Bella Italia”
(Italy)
Variation and
evolution
Living things can be
divided into groups
“Survival of the
Fittest”
Plants
Plants make their
own food in their
leaves to provide
them with energy,
Year
Autumn 1
protect vital organs
Autumn 2
repulsive forces on
each other
Muscles are
Magnet exert nonconnected to bones contact forces
and move them when which work through
they contract
some materials.
Magnets exert
Movable joints
attractive forces on
connect bones
some materials
Magnetic forces are
affected by:
 Magnetic
strength
 Object mass
 Distance
from the
object
 Object
material
Spring 1
Spring 2
dark
the basis of their
We need light to
simple physical
see things, even
properties
shiny things
Relate the simple
Light comes from a
physical properties
source.
of some rocks to
Transparent
their
materials let light
formation(igneous
through them and
or sedimentary)
opaque materials do Describe in simple
not let light through terms how fossils
Beams of light
are formed when
bounce off some
things that have
materials (
lived are trapped
reflection) Shiny
within sedimentary
materials reflect
rock
light beams better
than non-shiny
materials.
Summer 1
based on their
characteristics.
(Simple grouping by
characteristics)
Summer 2
grow, repair and
reproduce.
Leaves absorb
sunlight and carbon
dioxide through
leaves
Plants have roots to
provide support and
to draw moisture
from soil, through
stems to take water
to the rest of the
plant.
The plant makes its
food from water
and carbon dioxide ,
using sunlight as
energy, in the green
parts of the plants (
mainly leaves)
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
setting up simple practical enquiries, comparative and fair tests
making accurate measurements using standard units, using a range of equipment, for example thermometers and data loggers
Year
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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.
Y4
“Magnificent Me”
Digestive system
and teeth
Different animals
are adapted to eat
different foods
“Good Vibrations”
Sound
Sound travels from
its source in all
directions and we
hear it when it
Animals have teeth travels to our ears.
to help them eat
Sound travel can be
Different types of blocked
teeth do different Sound spreads out
jobs
as it travels
Sound is produced
Food is broken down when an object
by the teeth and
vibrates
further in the
Changing shape, size
stomach and
and material of an
intestines where
object will change
nutrients go into
the sound it
“I came I saw I…”
(the Romans)
Electricity
A source of
electricity ( mains
or battery) is
needed for
electrical devices to
work.
Electricity sources
push electricity
round a circuit
More batteries will
push the electricity
round the circuit
faster
Devices work
harder when more
electricity goes
“Walk like an
Egyptian”
(Ancient Egyptians)
Materials
Materials can be
divided into solids,
liquids and gases.
Solids, liquids and
gases are described
by observable
properties.
Materials change
state by heating and
cooling.
Some changes can
be reversed and
some cannot.
The temperatures
at which given
“South American
Dream”
(South America)
Plants
Flowering plants
have evolved
specific parts to
carry out
pollination,
fertilisation, and
seed growth
Seed dispersal
improves chances of
enough seeds
germinating and
growing to mature
plants.
Seeds and bulbs
need the right
“Coast to coast”
(Geography focuscoastlines)
Food chains
Nutrients produced
by plants move to
primary consumers
then to secondary
consumers through
food chains
Different food
chains occur in
different habitats
Environmental
change affects
different habitats
differently
Year
Autumn 1
Autumn 2
the blood. The blood produces
takes nutrients
Changing the way an
around the body.
object vibrates
changes the sound
Sound moves
through all
materials by making
them vibrate
Bigger vibrations
produce louder
sounds and smaller
vibrations produce
quieter sounds
Fastewr vibrations
(higher frequencies)
produce higher
pitched sounds
Spring 1
through them.
A complete circuit
is needed for
electricity to flow
and devices to work
Some materials
allow electricity to
flow easily and
these are called
conductors
Materials that do
not allow electricity
to flow easily are
called insulators.
Spring 2
substances change
state are always the
same.
Cooling causes gases
to condense to
liquids and liquids to
freeze to solids.
Heating causes
solids to melt into
liquids and liquids to
evaporate to gases.
When 2 or more
substances are
mixed and remain
present the mixture
can be separated.
Summer 1
conditions to
germinate. They
contain a food store
for the first stages
of growth ( ie until
the plant is able to
produce its own
food)
Summer 2
Different organisms
are affected
differently by
environmental
change
Human activity
significantly affects
the environment.
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
setting up simple practical enquiries, comparative and fair tests
making 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
Year
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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.
Y5
“Magnificent Me”
Fair Trade
“Pillage and Plunder”
“Storm Breaker”
“Wild Wild West”
“Greece Lightning”
Animals
(Anglo-Saxons and
(Anthony Horowitz(American Wild
(Ancient Greeks)
The heart pumps
An environmental
Vikings)
Spy Novels)
West)
blood around the
study- local
body
environmental
Forces
Variation and
Materials
Earth and Space
Oxygen is breathed change?
Air resistance and
evolution
All matter including Stars , planets and
into the lungs where Human effect on
water resistance
gases have mass
moons have so much
it is absorbed by
own environment?
are forces against
Different types of
Heating can
mass they attract
the blood
Major study to
motion causes by
organism have
sometimes cause
other things,
Muscles need
encourage us to
objects having to
different life cycles materials to change including each
oxygen to release
change?
move air and water
permanently. When
other, due to a
energy from food to
out of the way.
Life cycles have
this happens a new
force called gravity.
do work
evolved to help
substance is made.
Gravity works over
 Oxygen is
organisms survive to These changes are
a distance.
taken into the
adulthood.
not reversible.
Objects with larger
blood in the
Sometimes mixed
mass exert bigger
lungs
( Include human life substances react to gravitational forces.
 The heart
cycle comparing
make a new
Smaller mass
pumps blood
with cycle of mouse, substance. These
objects like planets
through blood
elephant etc.)
changes are usually
orbit large mass
vessels to the
Discuss with Year 6 irreversible.
objects like stars.
muscles
variation and
Objects like
 The muscles
evolution and
planets, moons and
Year
Autumn 1
take the
oxygen and
nutrients
from the
blood
Autumn 2
Spring 1
Spring 2
whether share it or
you teach it and
they apply it.
Summer 1
Summer 2
stars spin.
Stars produce vast
amounts of heat and
light. All other
objects are lumps
of rock, metal or ice
and can be seen
because they
reflect the light of
the stars.
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 enquiries, 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 findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions
presenting findings in written form, 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.
Y6
Magnificent Me
Human life cycle
Human sexuality
Related to PDL
From Pole to Pole
Forces
Friction is a force
“Thrills and Spills”
(Fairgrounds)
Electricity
“Nova Foresta”
(New Forest/Eco
Houses)
“Spirit of Africa”
(Benin)
Light
“Masterchef”
(Nutrition, Healthy
Eating, recipes)
Year
Autumn 1
Does this need to be in
Year 5?
Autumn 2
against motion
caused by 2
surfaces rubbing
against each other.
Some objects
require large forces
to make them move;
gears , pulley and
levers can reduce
the force needed to
make things move.
Spring 1
Batteries are a
store of energy.
This energy pushes
electricity round a
circuit. When the
battery’s energy is
gone it stops
pushing. Voltage
measures the push.
Current is how much
electricity is
flowing round a
circuit.
The greater the
current flowing
through a device
the harder it works.
When current flows
through wires heat
is released. The
greater the current
the more heat is
released.
Spring 2
Variation and
evolution
Environmental
change can affect
how well an organism
is suited to its
environment.
Organisms best
suited to their
environment are
more likely to
survive long enough
to reproduce.
Organisms best
adapted to
reproduce are more
likely to do so.
Organisms
reproduce and
offspring have
similar
characteristics to
parents.
Variation exists
within a population (
Summer 1
Animals see light
sources when light
travels from the
source into the
eyes.
Animals see objects
when light is
reflected off that
object and enters
their eyes.
Light reflects off
all objects ( unless
they are black) Non
shiny surfaces
scatter the light so
we do not see a
single beam.
Light travels in
straight lines.
Summer 2
Application of
scientific knowledge
about materials ,
matter and change.
Year
Autumn 1
Autumn 2
Spring 1
Spring 2
and between off
spring of the same
parents)
Competition exists
for resources and
mates.
Over time the
characteristics that
are most suited to
the environment
become increasingly
common
Summer 1
Summer 2
This is a biggy..
include fossels and
living things
developing over
time.
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 enquiries, 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 findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions
Year
Autumn 1
Autumn 2
Spring 1
Spring 2
presenting findings in written form, 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
Summer 1
Summer 2