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"Every Child Flourishing"

Year 3 Science


Autumn 1

Autumn 2


Summer 1

Summer 2

Year 3


1. Where does light come from?

2. How do we see things?

3. Who was Ibn Al-Haytham and what did he contribute to science?

4. How are shadows formed?

5. Do all materials cast shadows?

6. Why do shadows change?

7. What are reflections?

8. Are all materials reflective?

9. How is reflection useful?

10. Assessment task / quiz

11. Review of insecure concepts / deeper learning

Rocks and soils

1. Are all rocks the same?

2. Do rocks change?

3. Are rocks permeable?

4. How are fossils formed?

5. What is soil?

6. Assessment

7. Review of insecure concepts / deeper learning

Forces and magnets

1. Which materials are magnetic?

2. Are all metals magnetic?

3. Are all magnets the same strength?

4. How do magnets work?

5. How are magnets useful?

6. Assessment

7. Review of insecure concepts / deeper learning



1. What does each part of a food plant do?

2. What does each part of a flowering pant do?

3. What do plants need to grow?

4. Do all plants need the same conditions to flourish?

5. What happens when you water a plant?

6. How do seeds turn into plants?

7. How do plants reproduce?

8. Assessment

9. Review of insecure concepts / deeper learning

Animals including humans

1. What are the different types of food?

2. How can we eat healthily?

3. Do all animals eat the same food?

4. How do animals get the energy they need?

5. What are our skeletons for?

6. How do our muscles make us move?

7. Are all animals’ skeletons the same?

8. Assessment

9. Review of insecure concepts / deeper learning



Working scientifically

1.1  asking relevant questions and using different types of scientific enquiries to answer them

1.2  setting up simple practical enquiries, comparative and fair tests

1.3  making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

1.4  gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

1.5  recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

1.6  reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

1.7  using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

1.8  identifying differences, similarities or changes related to simple scientific ideas and processes

1.9  using straightforward scientific evidence to answer questions or to support their findings.