Curriculum Class 1 to 5

Progression Grid – Science

Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

Working • asking simple • asking simple • asking relevant • asking relevant • planning different
Scientifically questions and questions and questions and using questions and using types of scientific
recognising that they recognising that they different types of different types of enquiries to answer
can be answered in can be answered in scientific enquiries to scientific enquiries to questions, including
different way different way answer them answer them recognising and
• observing closely, • observing closely, • setting up simple • setting up simple controlling variables
using simple using simple practical enquiries, practical enquiries, where necessary
equipment equipment comparative and fair comparative and fair • taking measurements,
• performing simple • performing simple tests tests using a range of
tests tests • making systematic and • making systematic scientific equipment,
• identifying and • identifying and careful observations and careful with increasing
classifying classifying and, where observations and, accuracy and
• using their • using their appropriate, taking where appropriate, precision, taking
observations and observations and accurate taking accurate repeat readings when
ideas to suggest ideas to suggest measurements using measurements using appropriate
answers to questions answers to questions standard units, using a standard units, using • recording data and
• gathering and • gathering and range of equipment, a range of results of increasing
recording data to help recording data to including equipment, including complexity using
in answering help in answering thermometers and data thermometers and scientific diagrams and
questions questions loggers data loggers labels, classification
• gathering, recording, • gathering, recording, keys, tables, scatter
classifying and classifying and graphs, bar and line
presenting data in a presenting data in a graphs
variety of ways to help variety of ways to • using test results to
in answering questions help in answering make predictions to

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
1|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

• recording findings questions set up further

using simple scientific • recording findings comparative and fair
language, drawings, using simple scientific tests
labelled diagrams, keys, language, drawings, • reporting and
bar charts, and tables labelled diagrams, presenting findings
• reporting on findings keys, bar charts, and from enquiries,
from enquiries, tables including conclusions,
including oral and • reporting on findings causal relationships
written explanations, from enquiries, and explanations of
displays or including oral and and degree of trust in
presentations of results written explanations, results, in oral and
and conclusions displays or written forms such as
• using results to draw presentations of displays and other
simple conclusions, results and presentations
make predictions for conclusions • identifying scientific
new values, suggest • using results to draw evidence that has
improvements and simple conclusions, been used to support
raise further questions make predictions for or refute ideas or
• identifying differences, new values, suggest arguments
similarities or changes improvements and
related to simple raise further
scientific ideas and questions
processes • identifying
• using straight forward differences,
scientific evidence to similarities or

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
2|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

answer questions or to changes related to

support their findings simple scientific ideas
and processes
• using straight
forward scientific
evidence to answer
questions or to
support their findings

Biology Animals Including Animals Including Animals including

Humans (Ourselves) Humans humans
• Identify the (Keeping Healthy) (Skeleton and Muscles)
similarities and • find out about and • identify that humans
differences among describe the basic life and some other
humans processes of animals, animals have
• identify, name and including humans skeletons inside their
label the basic parts • describe the bodies
of the human body importance of • understand the
• Identify and name the exercise, eating the function of skeleton
senses and say which right amounts of • identify that skeletal
part of the body is different types of food, animals including
associated with each and hygiene for humans have muscles

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
3|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

sense humans attached to bones

• notice some food is • investigate how
harmful for human muscle work
body • know the use and role
of medicines
Animals including
humans (Senses)
• explore our senses and
how humans use them
to know about the
surrounding
• know about sense of
touch, taste, sight,
smell and hearing
Living things and their Living things and their Living things and their Living things and their
habitat habitat (Plants and habitat (Life Processes) habitat (Habitat)
• explore and compare Animals) • recognise that living • investigate
the differences • identify the animals things can be grouped different animals
between things that and plants in hot and in a variety of ways live in different
are living, dead, and dry environment and • find essentials habitat
things that have never describe the impact processes of animals • explore and use

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
4|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

been alive of the environment including humans to classification

• identify that most on their growth stay alive • keys to help
living things live in • explore the ways • investigate differences group, identify
habitats to which plants and animals between living and and name a
they are suited and follow to survive in non- living thing variety of living
describe how hot and dry weather • understand the factors things in their
different habitats • investigate that most affecting plant growth local and wider
provide for the basic living things live in environment
needs of different habitats to which • know how
kinds of animals and they are suited and human activities
plants describe the factors affect the
• identify and name a in a habitat that environment
variety of plants and provide for the basic
animals in their needs of different
habitats kinds of animals and
• identify that animals, plants, and how they
including humans, depend on each
have offspring which other
grow into adults • identify the
• identify that humans significance of care
need the right sort for the environment

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
5|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

food and drink to stay • identify the changes

healthy in weather in
different season
• explore the source of
water in hot
countries
Plants (Growing Plants) Plants (Flowering Plants) Plants (Life cycle
• identify and describe • identify and describe of a Flowering
the basic structure of a the functions of Plant)
variety of common different parts of • know that plants
flowering plants flowering plants: roots, reproduce
• explore how seeds stem/trunk, leaves and • understand the
grow into flowering flowers process of seed
plants
• explore the dispersal
• identify that plants
provide us food requirements of plants • investigate the
• investigate that plants for life and growth (air, process of
need light and water to light, water, nutrients pollination in a
grow from soil, and room to flowering plant
grow) and how they • find out the process
vary from plant to plant of fertilization in a
• investigate the way in flowering plant

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
6|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

which water is • explore the life

transported within cycle of a flowering
plants plant
• know that plants need Plants (Investigating
healthy roots, stem and Plant Growth)
leaves to grow well • know about the
• investigate the process of
appropriate germinations
temperature for plant • investigate the
growth factors affect plant
growth
• explore the source
of energy in plants

Chemistry Everyday Material Everyday Material Materials State of Matter (Solids, Changing State of
(What is it made up of?) (Changing Materials) • explore physical Liquid and Gases) Matter (Evaporation and
• distinguish between • find out how the properties of different • compare and group Condensation)
an object and the shapes of solid materials materials together, • investigate about the
material from which it objects made from • compare and group according to whether process of
is made some materials can together a variety of they are solids, evaporation
• identify and name a be changed by everyday materials liquids or gases • explore the process

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
7|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

variety of everyday squashing, bending, based on whether they • observe that some of condensation
materials, including twisting and are attracted to a materials change • understand that
wood, plastic, glass, stretching magnet and identify state when they are evaporation and
metal, water, and rock • understand that some magnetic heated or cooled, condensation as part
• describe the simple materials can be materials and measure or of water cycle
physical properties of changed by heating • investigate appropriate research the • know about boiling
a variety of everyday or cooling materials for different temperature at which point and melting
materials • investigate the purposes this happens in point of water
• compare and group materials dissolved • group materials based degrees Celsius (°C) • know that some
together a variety of in water on their properties • explore the processes materials will dissolve
everyday materials • group materials as of melting, freezing, in liquid to form a
based on their simple natural and man evaporation and solution, and
physical properties made boiling describe how to
• investigate about recover a substance
Materials (Looking at steam from a solution
Rocks) • use knowledge of
• investigate different solids, liquids and
types of rocks gases to decide how
• find uses of rocks mixtures might be
• investigate different separated, including
types of soil through filtering,

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
8|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

sieving and
evaporating

Physics Forces (Push and Pull) Forces (Introducing Forces (How Magnets
• describe that push and Forces) work)
pulls are forces • find out that push and • observe how magnets
• investigate that forces pull are forces attract or repel each
make things move • describe the other
• investigate wind and measurement of forces • find out magnets
water can make things • investigate the impact attract some materials
move of force on shape of and not others
objects
• explore forces can
make things start
moving or stop
• forces make things
move faster or slower
or change direction
Sound (Making Sound) Sound
• identify and name • identify how sounds
sources of sound are made, associating

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
9|TEACH
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

• recognise that sounds some of them with

get fainter as the something vibrating
distance from the • recognise that
sound source vibrations from
increases sounds travel through
• identify how a medium to the ear
emergency vehicles • investigate how to
communicate prevent sound
• investigate we hear travelling
sounds through our • find patterns between
ears the volume of a sound
and the strength of
the vibrations that
produced it and find
patterns between the
pitch of a sound and
features of the object
that produced it
• recognise that sounds
get fainter as the
distance from the

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
10 | T E A C H
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

sound source
increases
• find ways to change
pitch to make musical
instruments
Light (Light and Dark) Light (The way we see
• identify different things)
sources of light and • notice that light is
darkness reflected from
• explore how shadows surfaces
are formed • recognise that
shadows are formed
when the light from a
light source is
blocked by an
opaque object
• understand that
reflected light makes
it possible to see
things
• know the relation of

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
11 | T E A C H
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

colours with
reflection of colours

Light (Shadows)
• notice few objects let
light pass through
while others do not
• find patterns in the
way that the size of
shadows change
• investigate the
changes in position of
shadows with changes
in appearance of Sun
• understand that
intensity of light can
be measured
Electricity Electricity (Making
• explore working of Circuit)
simple circuit • construct a simple
• investigate role of series electrical circuit,

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
12 | T E A C H
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

switch in simple identifying and

circuit naming its basic parts,
including cells, wires,
bulbs, switches and
buzzers
• explore if there is a
break in circuits and
change of their
position
• understand the flow of
electricity in a circuit

Earth and Space Earth and Space ( Day Earth and Space (Earth’s
and Night) Movement)
• investigate that Sun • use the idea of the
apparent to move Earth’s rotation to
during the day explain day and night
• understand the and the apparent
spinning of Earth on movement of the sun
its axis across the sky
• know how shadows • know that Earth orbits

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
13 | T E A C H
Curriculum Class 1 to 5
Progression Grid – Science
Key Stage Key Stage 1 Key Stage 2
Target Area Class 1 Class 2 Class 3 Class 4 Class 5

are formed the Sun and spins on

its own axis
• understand the
journey of discovery of
Solar System

©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
14 | T E A C H