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Why is Science important?

Our science curriculum provides pupils with the opportunity to develop not only scientific knowledge and conceptual understanding, but also the knowledge of how these ideas came about, how they continue to grow, to develop, and sometimes even change.  

We take a ‘hands on, minds on’ approach to science at Godmanchester Community Academy, meaning we not only provide our pupils with practical science experiences, but also explicitly support them in developing the knowledge that underpins those experiences.

Our hope is that we are not only teaching children science, we are also teaching them how to be scientists.

What is taught and in what order?


Identify and name plants (Yr1)

Growing plants and conditions for growth (Yr2)

Functions of plant parts, transporting water, life cycles (Yr3)


Living things and their habitat

Intro to habitats and simple food chain (Yr2)

Classification keys and threats to habitats (Yr4)

Differences in life cycles, reproduction (Yr5)

Classification of living things (Yr6)


Animals including Humans

Healthy Eating (EYFS)

Body parts and the 5 senses (Yr1)

Life cycles, basic needs (Yr2)

Skeletons and muscles (Yr3)

Digestive system, teeth, food chains (Yr4)

Old age (Yr4)

Circulatory system (Yr6)

Diet, drugs and exercise (Yr6)

Transportation of  nutrients and water (Yr6)


Evolution and Inheritance

Changes over time, offspring and variations, adaptation to environment (Yr6)



Identify, describe and compare (Yr1)

Use of everyday materials (Yr2)

Properties, reversible, non-reversible changes (Yr5)



Types of rock and fossil formation (Yr3)


States of Matter

Solids, liquids and gases, changing states (Yr4)


Weather/Seasonal Changes

Observe and describe (Yr1)



Reflection and shadows (Yr3)

How light travels, how we see, shadow formation (Yr6)



Series circuits, conductors and isolators (Yr4)

Volts and brightness, variation in functionality, use of symbols (Yr6)



Formation, vibrations, pitch and volume (Yr4)


Forces and Magnets

Movement on surfaces (Yr3)

Magnets (Yr3)

Gravity, water and air resistance, friction, intro to pulleys (Yr5)


Earth and Space

Movement of the Earth, moon and planets (Yr5)


What will this include? What will I see in a Science lesson?

  • Finding things out using secondary sources of information such as books, photographs and videos.
  • Using scientific language to communicate findings and ideas
  • Using scientific vocabulary and articulating scientific concepts clearly and precisely
  • Asking questions
  • Seeking answers to questions through collecting, analysing and presenting data.
  • Making systematic and careful observations of patterns, changes, similarities and differences over varying time scales
  • Using equipment
  • Performing comparative and fair tests
  • Recording data and results
  • Identifying, classifying  and grouping
  • Using observations and ideas to suggest answers to questions
  • Taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Recognising and controlling variables where necessary and when appropriate
  • Using scientific language, drawings, labelled diagrams, keys, bar charts, tables diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • Using test results to make predictions to set up further comparative and fair tests
  • Reporting and presenting findings from enquiries
  • Identifying scientific evidence that has been used to support or refute ideas or arguments

When planning and teaching science, our teachers utilise a number of resources to ensure that our science curriculum is both progressive and aspirational and to also ensure that our children develop the ability to work scientifically both whilst gaining and rehearsing new knowledge and also during assessment opportunities. 

Below are examples of these resources linked to our Year 5 Earth and Space unit.