Rosary Catholic Primary School

Rosary Catholic Primary School
Rosary Catholic Primary School

“Very exciting... you have fun here!”
- Alejandro

“We respect each other like a family”
- Megan

“Coming here will give you a good education is an amazing school”
- Charlotte

“The Rosary School is a fantastic place... It's a peaceful paradise for learning”
- Laurance

“When I joined in Y1 everyone was accepting and made me feel welcome”
- Abraham

“I don't want to leave because of the great memories I have made here”
- Hannah

“Everyone treats each other like an equal”
- Grace

“We are like one big family, who achieve the best!”
- Toby

“ achieve high levels and get lots of support”
- Findlay

Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School Life at Rosary Catholic Primary School




Science is a core subject of the National Curriculum. Teaching and learning at the Rosary school will both cover and enrich the statutory requirements:-

  • ·         Working scientifically
  • ·         Biology (plants, animals including humans, seasonal changes, living things and their habitats, evolution and inheritance)
  • ·         Chemistry (everyday materials, seasonal changes, states of matter, rocks)
  • ·         Physics (light, sound, forces and magnets, electricity, seasonal changes, earth and space)

 Our aim is to encourage pupils to explore and work scientifically; developing scientific knowledge and understanding through practical ‘hands on’ experiences and enquiry. 

Please scroll down to find curriculum details for each year group.


KS1 and  KS2 National Curriculum 2014                     Working scientifically

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

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:

  1. asking simple questions and recognising that they can be answered in different ways
  2. observing closely, using simple equipment
  3. performing simple tests
  4. identifying and classifying
  5. using their observations and ideas to suggest answers to questions
  6. gathering and recording data to help in answering questions.


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 and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, 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
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, 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, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

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 different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific 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, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments.

KS1 and  KS2 National Curriculum 2014  Programmes of Study


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


Pupils should be taught to:





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


identify and describe the basic structure of a variety of common flowering plants, including trees.




observe and describe how seeds and bulbs grow into mature plants


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



identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers


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


investigate the way in which water is transported within plants


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






Animals, including humans



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


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


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


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



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


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


describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.



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


identify that humans and some animals have skeletons and muscles for support, protection and movement.



describe the simple functions of the basic parts of the digestive system in humans


identify the different types of teeth in humans and their simple functions


construct and interpret a variety of food chains, identifying producers, predators and prey.



describe the changes as humans develop from  to old age.



identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood


recognise the impact of diet, exercise, drugs and lifestyle on  the way their bodies function


describe the ways in which nutrients and water are transported within animals, including humans.


Seasonal changes



observe changes across the four seasons


observe and describe weather associated with the seasons and how day length varies.







living things and their habitats





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


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


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


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.





recognise that living things can be grouped in a variety of ways


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


recognise that environments can change and that this can sometimes pose dangers to living things.


describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird


describe the life process of reproduction in some plants and animals.


describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals


give reasons for classifying plants and animals based on specific characteristics.


Evolution and inheritance








recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago


recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents


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


Everyday materials



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


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


describe the simple physical properties of a variety of everyday materials


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



Uses of everyday materials


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


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





States of matter






compare and group materials together, according to whether they are solids, liquids or gases


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 (°C)


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




Properties and changes of materials







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


know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution


use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating


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


demonstrate that dissolving, mixing and changes of state are reversible changes


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.








compare and group together different kinds of rocks on the basis of their appearance and simple physical properties


describe in simple terms how fossils are formed when things that have lived are trapped within rock


recognise that soils are made from rocks and organic matter











recognise that they need light in order to see things and that dark is the absence of light


notice that light is reflected from surfaces


recognise that light from the sun can be dangerous and that there are ways to protect their eyes


recognise that shadows are formed when the light from a light source is blocked by a solid object


find patterns in the way that the size of shadows change.




recognise that light appears to travel in straight lines


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


explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes


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









identify how sounds are made, associating some of them with something vibrating


recognise that vibrations from sounds travel through a medium to the ear


find patterns between the pitch of a sound and features of the object that produced it


find patterns between the volume of a sound and the strength of the vibrations that produced it


recognise that sounds get fainter as the distance from the sound source increases.




Forces and magnets





compare how things move on different surfaces


notice that some forces need contact between two objects, but magnetic forces can act at a distance


observe how magnets attract or repel each other and attract some materials and not others


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


describe magnets as having two poles


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




explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object


identify the effects of air resistance, water resistance and friction, that act between moving surfaces


recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect








identify common appliances that run on electricity


construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers


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


recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit


recognise some common conductors and insulators, and associate metals with being good conductors.



associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit


compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches


use recognised symbols when representing a simple circuit in a diagram.


Earth and space







describe the movement of the Earth, and other planets, relative to the Sun in the solar system


describe the movement of the Moon relative to the Earth


describe the Sun, Earth and Moon as approximately spherical bodies


use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.