Scheme of Work – Science stage 1

Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary Science stage 1. Learning objectives for the
stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any
order within a stage as your local requirements and resources dictate.

The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and two units per term. An overview of the sequence, number and
title of each unit for stage 1 can be seen in the table below.

The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the
pace of your learners and to fit the work comfortably into your own term times.

Scientific Enquiry learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are followed by
the objectives for the topic of the unit. Activities and resources are suggested against the objectives to illustrate possible methods of delivery.

There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an
illustration of how delivery might be planned over the six stages.

A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher
Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.

Overview
Term 1 Term 2 Term 3

1A Unit 1.1 Ourselves 2A Unit 1.3 Living and Growing 3A Unit 1.5 Making Sounds

1B Unit 1.2 What is it made of? 2B Unit 1.4 Pushes and Pulls 3B Unit 1.6 Growing Plants

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Scheme of Work – Science stage 1

Unit 1A: 1.1 Ourselves

In this unit, children learn that humans and other animals move and grow.
They also learn about their senses and how they can use them to explore the world around them.
Scientific Enquiry work focuses on:
 observing and describing living things, and communicating what happened in their work
 exploring and using senses
 opportunities to think about how to treat each other and other living things with care and sensitivity.

Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence human
1Ep1 Try to answer questions by collecting evidence through observation. animal
move
Plan investigative work
grow
1Ep2 Ask questions and contribute to discussions about how to seek answers.
senses – sight/seeing, touch/feel, taste, smell, hear/ing
1Ep3 Make predictions.
head – eyes, ears, nose, mouth, hair
1Ep4 Decide what to do to try to answer a science question.
body
Obtain and present evidence arms – shoulders
1Eo1 Explore and observe in order to collect evidence (measurements and legs – knees
observations) to answer questions. feet – toes
1Eo2 Suggest ideas and follow instructions.
1Eo3 Record stages in work. Scientific Enquiry
Consider evidence and approach look
1Eo4 Make comparisons. guess (predict)
1Eo5 Compare what happened with predictions. compare
1Eo6 Model and communicate ideas in order to share, explain and develop them.

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Framework Learning Objective Activities Resources Comments Time
Codes

Humans

1Bh1 Recognise the similarities and Collect data, e.g. eye colour, count ICT database for results Assess SE skills. 1 hour
differences between one and interpret.
another.
1Bh2 Recognise and name the main Play games e.g. Simon Says. See 1 hour
external parts of the body. http://en.wikipedia.org/wiki/
Simon_says
1Bh4 Explore how human senses Introduce senses using songs and CD – songs/rhymes Assess using 2 hours
enable humans and other rhymes. Magnifying glasses sensory story.
animals to be aware of the world Look – magnifying glasses Food/fragrances
around them. Listen – sounds on CD Feely bags
Smell – food/fragrances
Feel – feely bags
Taste – salty/sweet

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Scheme of Work – Science stage 1

Unit 1B: 1.2 What is it made of?

In this unit children learn about the characteristics and uses of a range of common materials.
They are introduced to scientific vocabulary used to describe and compare materials.

Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence materials
1Ep1 Try to answer questions by collecting evidence through observation. e.g:
wood
Plan investigative work paper
1Ep2 Ask questions and contribute to discussions about how to seek answers. glass
1Ep3 Make predictions. plastic
1Ep4 Decide what to do to try to answer a science question. metal
Obtain and present evidence (and any other relevant materials they are introduced to)
1Eo1 Explore and observe in order to collect evidence (measurements and
observations) to answer questions. Scientific Enquiry
1Eo2 Suggest ideas and follow instructions. ask
1Eo3 Record stages in work. look
choose
Consider evidence and approach find out
1Eo4 Make comparisons. show
1Eo5 Compare what happened with predictions. write
1Eo6 Model and communicate ideas in order to share, explain and develop them. say/tell
draw
compare
guess (predict)
share

Framework Learning Objective Activities Resources Comments Time

Codes

Material properties
1Cp1 Use senses to explore and talk Feely bags Feely bags Some children may 1 hour

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 about different materials.
1Cp2 Identify the characteristics of
different materials.
1Cp3 Recognise and name common
materials.
1Cp4 Sort objects into groups based
on the properties of their
materials.
Blindfold games be frightened of
Materials hunt being blindfolded,
always ask their
permission.
Give known situations to discuss e.g. Collection of different There is sometimes 2 hours
themselves, home on a cold day etc. materials and objects made confusion re fabric
from the same materials. being material.
Assess SE skills.
As above As above 2 hours
Allow children to discover own Hoops/sorting circles 1 hour
groupings and give reasons.

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Scheme of Work – Science stage 1

Unit 2A: 1.3 Living and Growing

This unit introduces children to the idea of plants as living things which grow and change.
Children become aware of similarities and differences in plants.

Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence animal pets
1Ep1 Try to answer questions by collecting evidence through observation. plant farm
living/alive human
Plan investigative work non-living family
1Ep2 Ask questions and contribute to discussions about how to seek answers. food real
1Ep3 Make predictions. water eat
1Ep4 Decide what to do to try to answer a science question. drink
Obtain and present evidence
1Eo1 Explore and observe in order to collect evidence (measurements and Scientific Enquiry
observations) to answer questions. ask/say/tell
1Eo2 Suggest ideas and follow instructions. answer
1Eo3 Record stages in work. guess (predict)
look
Consider evidence and approach compare
1Eo4 Make comparisons. share
1Eo5 Compare what happened with predictions.
1Eo6 Model and communicate ideas in order to share, explain and develop them.

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Framework Learning Objective Activities Resources Comments Time
Codes

1Bp1 Know animals or plants are living
things.
1Bp2 Know that there are living things
and things that have never been
alive.
1Bp3 Explore ways that different
animals and plants inhabit local
environments.
1Bh3 Know about the need for a
healthy diet including the right
types of food and water.
1Bh5 Know that humans and other
animals produce offspring which
grow into adults.
Draw/model own representations of 1/2 hour
animals and plants.
Sort pictures of small Selection of real/artificial Ensure safety if 1/2 hour
invertebrates/inanimate objects. plants. collecting litter.
Sort real vs artificial plants.
Learning walk – collect living/non-
living things.
Learning walk – as above 1 hour
Discuss need to eat and drink. Possible classroom display Food intolerances 1 hour
Show pictures of popular pets and of food packaging or play may be discussed if
discuss. food. mentioned by the
Recognise plants as food e.g. children.
apples, tomatoes, sweetcorn,
cabbages.
Farm visit to see new-born Farm visit organisation – Adhere to school 2 hours/
creatures. risk assessments, staffing policy re educational 1 day
Comparing family photos of them ratios, costings, transport, visits. out
growing up and other family insurance.
members. Ask children to bring in
photos.

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Scheme of Work – Science stage 1

Unit 2B: 1.4 Pushes and Pulls

In this unit children learn to understand movement in terms of pushes and pulls.
They learn about different sorts of movement and how to describe these.
They also learn to relate their understanding of movement in everyday contexts e.g. road safety.

Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence move/movement/moving
1Ep1 Try to answer questions by collecting evidence through observation. swing
turn
Plan investigative work fast/er/est
1Ep2 Ask questions and contribute to discussions about how to seek answers. slow/er/est
1Ep3 Make predictions. stop
1Ep4 Decide what to do to try to answer a science question.
Obtain and present evidence
1Eo1 Explore and observe in order to collect evidence (measurements and Scientific Enquiry
observations) to answer questions. ask
1Eo2 Suggest ideas and follow instructions. answer
1Eo3 Record stages in work. talk about/share
guess (predict)
Consider evidence and approach look/watch
1Eo4 Make comparisons. find
1Eo5 Compare what happened with predictions. show
1Eo6 Model and communicate ideas in order to share, explain and develop them. write/draw
compare

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Framework Learning Objective Activities Resources Comments Time
Codes

1Pf1 Explore, talk about and describe Walk around playground/local park. Some children will 1 1/2
the movement of familiar things. Traffic watch – speed. only recognise hours
Physical education – explore movement as going
different body movements; swing, from place to place.
turn, go round, fast, slower.
1Pf2 Can recognise that both pushes Go on a classroom hunt – find toys Selection of moving toys 1 1/2
and pulls are forces. that move. hours
Predict how they can be made to
move, get faster, slow down and/or
stop.
1Pf3 Can recognise that when things Observe things moving: Sand and water play Wind moves the 2 hours
speed up, slow down or change in the wind equipment. branches of trees,
direction there is a cause. sand wheels they don’t move
water wheels Bubble liquid and wands. independently.

blow bubbles

Speculate what causes these

movements.

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Scheme of Work – Science stage 1

Unit 3A: 1.5 Making Sounds

This unit allows children develop their understanding of the huge variety of sounds and sources of sound they encounter day by day.
They should begin to relate sounds to their sense of hearing.
They are introduced to the idea that sounds travel away from the source.

Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence sound
1Ep1 Try to answer questions by collecting evidence through observation. voice
loud
Plan investigative work soft
1Ep2 Ask questions and contribute to discussions about how to seek answers. quiet
1Ep3 Make predictions. hear/ing
1Ep4 Decide what to do to try to answer a science question. ears
Obtain and present evidence listen
1Eo1 Explore and observe in order to collect evidence (measurements and
observations) to answer questions.
1Eo2 Suggest ideas and follow instructions. Scientific Enquiry
1Eo3 Record stages in work. talk about
ask (questions)
Consider evidence and approach listen
1Eo4 Make comparisons. guess (predict)
1Eo5 Compare what happened with predictions. look
1Eo6 Model and communicate ideas in order to share, explain and develop them. find
write/draw
name
show
tell/talk about
compare

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Framework Learning Objective Activities Resources Comments Time
Codes

1Ps1 Can identify, many sources of Discuss sounds they can make with CD recording/internet – Hearing impaired 1 hour
sound. their voices/bodies. animal sounds. children will need
Listen to different animal sounds particular support
Sing songs and rhymes including Recorded everyday sounds during this unit e.g.
animal sounds. for identification in sound visual
Listening walk around school – quiz – include familiar demonstrations of
identifying sounds. voices? musical instruments.
Sound quiz.
Using musical instruments. Musical instruments Teachers should
ensure other children
are sensitive to any
others who are
hearing impaired.

Insist on sensible,
not silly noises!
1Ps3 Can recognise that as sound travels Listening to sounds whilst moving Large area e.g. school hall 2 hours
from a source it becomes fainter. further away from source. Musical instruments

Discuss emergency vehicle sirens. Possible visit from

emergency services? Link
with social and health work
1Ps2 Know that we hear when sound Compare sounds: Ear defenders. Assessment – tell a 1 hour
enters our ear. with/without wearing ear muffs story including
with eyes shut Road safety posters. opportunities for
using 1 ear only sound effects for the
Link with health education – children to contribute.
Discuss road safety considerations road safety.
here.

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Scheme of Work – Science stage 1

Unit 3B: 1.6 Growing Plants

This unit introduces children to the idea that plants are living things.
They also learn that plants grow, and as they do so, they change.
Children become aware of similarities and differences between plants.
There are opportunities to link their knowledge of how plants grow to their understanding of science.
Ideas on how to treat growing plants are introduced and demonstrated.

Scientific Enquiry
Framework Learning Objectives Recommended Vocabulary for this unit
Codes
Ideas and evidence plant seed
1Ep1 Try to answer questions by collecting evidence through observation. leaf/ves grow
stem plant
Plan investigative work roots light
1Ep2 Ask questions and contribute to discussions about how to seek answers. flower water
1Ep3 Make predictions.
1Ep4 Decide what to do to try to answer a science question.
Obtain and present evidence
1Eo1 Explore and observe in order to collect evidence (measurements and Scientific Enquiry
observations) to answer questions. ask
1Eo2 Suggest ideas and follow instructions. answer
1Eo3 Record stages in work. tell/talk about
guess (predict)
Consider evidence and approach write/draw
1Eo4 Make comparisons. compare
1Eo5 Compare what happened with predictions. share
1Eo6 Model and communicate ideas in order to share, explain and develop them. fair test

Framework Learning Objective Activities Resources Comments Time

Codes

1Bp4 Can name the major parts of a Show pot- bound roots. Root-bound pot plants Pre-prepared 1 hour

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 plant, looking at real plants and Use real and artificial plants. Real and artificial plants.
models.

1Bp6 Explore how seeds grow into Plant seeds and grow e.g. Seeds, growing medium, Link with health 3 hours
flowering plants. sunflowers, pumpkins. pots etc. education – keeping
Gardening tools. healthy
1Bp5 Know that plants need light and Grow e.g. cress half in light, half in Cress seeds or cress from Buy ready grown if 2 hours
water to grow. dark. supermarket / mung beans. no time to grow in
Devise a fair test to revive wilting lesson time.
plants.

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