Science

‘A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.’

Our approach to science begins in the Early Years Foundation Stage (EYFS), where children develop early understanding of the natural world through exploration and observation. Children explore the natural world by observing and drawing animals and plants, developing awareness of similarities and differences in the environments around them. They also begin to understand important natural processes, such as seasonal changes and how materials can change state. This forms the foundations for more complex scientific ideas introduced later. As pupils move into KS1 and KS2, our science curriculum—carefully sequenced through CUSP—builds cumulatively on this prior knowledge across the domains of biology, chemistry and physics. Learning is structured so that key concepts connect over time, helping pupils develop secure understanding rather than fragmented ideas, with interdisciplinary concepts made explicit to strengthen coherence. Vocabulary is introduced progressively from Year 1 to Year 6, with high‑frequency and subject‑specific terms taught in a structured way to deepen scientific understanding. Misconceptions are identified and addressed within the curriculum to ensure pupils form accurate scientific ideas, while studies of significant scientists help pupils understand how scientific knowledge develops over time. The cumulative design of CUSP Science supports long‑term retention and helps pupils build a broad, coherent and increasingly expert understanding of the scientific world.

Science
	Autumn	Spring	Summer
EYFS	To question about the natural world. To respect and care for the natural environment. To know about and recognise the signs of Autumn. To know about features of the world and Earth.	To know about and recognise the signs of winter. To know some important process and changes in the natural world including world including states of matter (Freezing). To know about and recognise the signs of sprig. To know about features of my own immediate environment and how they might vary from another. To plan seeds. To know the different between herbivores and carnivores.	To observe the growth of seeds and talk about changes. To know how to care for growing plants. To learn about lifecycles of plants and animals. To know that some animals are nocturnal. To know about different habitats. To know about and recognise the signs of summer. To know that something in the world is manmade and something are natural. To harvest grown fruit and vegetables. To know some important processes and changes in the natural world including states of matter.
Y1	• Seasonal changes and daily weather • Introduce Plants – (trees) • Animals, including humans	• Everyday materials • Revisit 1: Animals, including humans (or alternative focus for insecure knowledge)	• Plants • Revisit 2: Plants, Animals including humans (or alternative focus for insecure knowledge
Y2	• Living things and their habitats • Animals, including humans	• Uses of everyday materials • Revisit Living things and their habitats / materials (or alternative focus for insecure knowledge)	• Plants • Revisit Living things and their habitats / Animals, including humans (or alternative focus for insecure knowledge)
Y3	• Rocks • Animals, including humans • Revisit Rocks (or alternative focus for insecure knowledge)	• Forces and magnets • Plants	• Plants continued… • Light
Y4	• Living things and their habitats • States of matter	• Animals, including humans	• Electricity • Sound
Y5	• Properties and changes of materials • Animals, including humans	• Forces (Gravity and Galileo) • Earth in space	• Living things and their habitats • Forces (continued)
Y6	• Electricity • Animals including humans	• Animals including humans (+ water transport) • Light	• Living things and their habitats • Evolution and inheritance

All Saints C of E Primary School

Science

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