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'Loving Learning, Learning Skills for Life'

Year 3

Working Scientifically (Key Concepts)

  • Ask their own questions about what they observe and make some decisions about how to answer them, e.g. before soil experiments through shared predictions. 
  • Make systematic and careful observations recording clearly.
  • Take accurate measurements using standard units and a range of equipment, e.g. ruler, metre sticks, tape measures, timers, measuring cylinders, measuring jugs.
  • Set up simple, practical enquiries, comparative and fair tests, e.g. soils, magnets, plants, light investigations.
  • Identify differences, similarities or changes related to simple scientific ideas and processes, e.g. plants investigation , soils investigation, magnets investigation.
  • Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables, e.g. Soil investigation, surface investigation (friction) etc.
  • Identify, with help, changes, patterns, similarities and differences in data to help form conclusions.
  • With support, form a simple prediction.


Animals including Humans

  • 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 other animals have skeletons and muscles for support, protection and movement.



  • 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 water is transported within plants.
  • Explore the part that flowers play in the life cycle of flowering plants, including  pollination, seed formation, seed dispersal.



  • Compare how things move on varied surfaces.
  • Notice that some forces need contact between 2 objects, magnetic forces can act at a distance.
  • Observe how magnets attract/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 2 poles.
  • Predict whether 2 magnets will attract or repel each other, in relation to the poles.



  • Recognise that they need light in order to see things and that ark is the absence of light.
  • Notice that light is reflected from surfaces.
  • Recognise that light from the sun can be dangerous and there are ways to protect eyes.
  • Recognise that shadows are formed when the light from a light source is blocked by an opaque object.
  • Find patterns in the way that the size of shadows change.


Everyday Materials

  • 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.

Log of House Points

  • Maple 2554
  • Beech 2477
  • Oak 2648