We aim to inspire a deep-rooted interest in science that Mengham children can continue to develop and nurture long after they leave us. Underpinning this aim is a belief that children are naturally inquisitive about the world around them and throughout the school, the emphasis of science teaching and learning is children finding out about themselves and their environment through first hand experiences.


Wherever possible, we teach new concepts through engaging experiments and other practical activities that allow the children to simultaneously develop their scientific knowledge whilst also building up an awareness of the methods through which scientific knowledge is gained.


Science also provides a ‘motivating context’ for pupils to develop and improve skills in different areas, including literacy and mathematics. 


Children start to decide whether science is ‘for them’ towards the end of primary school. Therefore, as a school we know it essential that children are enthusiastic about science and start to gain an understanding of the value and place of science in their lives.   This will lay the foundation for their future studies and success; enabling them to make well-informed decisions in our increasingly hi-tech world and give them access to a wide range of rewarding careers.


We are very proud to run a science club, which allows children to explore science within a wider context. In addition, the longitudinal studies help to foster a broader understanding of the relevance of what the children study within the classroom.

Mengham Junior School Subject Skills: SCIENCE CURRICULUM 2016-2017MJS Ship.png

Year Group

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 3


-compare and group based on appearance and physical properties

-how fossils are formed

-soils are made from rock and organic matter


-need light to see


-protection from sun

-how shadows are formed

-changing shadows



-How things move on different surfaces (push, pull, friction)

-some need contact

-magnets can act at distance

-magnets attract and repel

-magnetic materials/ poles



-identify and describe functions of parts of plant (roots, stem, leaves and flowers)

-requirements for growth (air, light, water, nutrients, room)

-how is water transported within plants

-role of flowers (pollination, seed formation and seed dispersal)

Animals including humans


-can’t make own food - herbivores/ carnivores/omnivores)

-skeleton, muscles – their function (protect, support, movement)



Longitudinal Study – School grounds

Year 4

Living things and habitats

-grouping living things

-using classification keys

-environmental changes

-dangers to living things from environmental changes



-how sounds are made

-vibrations travel through materials

-pitch of sound

-volume of sound

Animals including humans

-basic parts of digestive system

-teeth types

Animals including humans

-Food chains

-Producers predators and prey



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

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


-common appliances

-construct simple series electrical circuit (cells, wires, bulbs, switches and buzzers)-identify if a lamp will light in a series of circuits

-using switches

-conductors and insulators (metal associated with conductors)




Longitudinal Study – School grounds

Year 5

Animals including humans

-changes as humans develop into old age

- changes in and during puberty

Earth and space

-describe the movement of the earth and other planets (relation to sun)

-movement of moon, relative to earth

-sun, earth , moon (spherical)

-earth’s rotation (day and night)


Properties and changes of materials

-compare and group based on properties (hardness, solubility, transparency, electrical and thermal conductivity and response to magnets)

-dissolving to form a solution

-recovering substances from a solution

-separating mixtures (filtering, sieving and evaporating)

-uses of every day materials (metal, wood and plastic)

-dissolving mixing and changes of state that are reversible changes

-some changes form new materials (not reversible)


-associate the number and voltage of cells to brightness of a lamp/ volume of a buzzer

-how components function

-recognise symbols in circuit diagrams


Living things and habitats

-life cycles of mammal, amphibian, insect and bird

-describe life process of reproduction of plants and animals

-gestation periods of different animals


Longitudinal Study – School grounds

Year 6

Living things and habitats

-living things classified into groups, including micro-organisms, plants and animals

-give reasons for classification


Electricity Revision

Animals including humans

-humans circulatory system (heart, blood vessels and blood)

-impact of diet, exercise, drugs and lifestyle

-ways in which nutrients and water are transported within animals




-force of gravity between earth and falling objects

-effects of air resistance and water resistance and friction

-mechanisms, levers, pulleys and gears allow a smaller force to have greater effect


Evolution and inheritance

-living things changed over time

-information from fossils

-living things produce offspring (but they vary and are not identical to parents)

-identify how animals and plants are adapted to their environments

-adaptations lead to evolution.



-light travels in straight lines

-objects are seen because they reflect light into the eye

-we see things because light travels from light sources or reflected light from objects

-shadows have same shape as objects


Longitudinal Study – School grounds