A guide to
Cambridge Primary Science
Introduction
The Cambridge Primary Science curriculum supports learners in developing life-long curiosity about the natural world. It allows them to seek scientific explanations to the phenomena around them.
Learners will develop a holistic approach to science by combining scientific thinking and practical skills alongside knowledge and understanding. This is vital for explaining the world around us. This approach gives them the knowledge and skills to access and excel at science in later phases of education. It also allows them to make informed choices, including considering sustainability issues and meeting the challenges facing our environment.
In Cambridge Primary Science, learners:
- build curiosity and fascination about the world to stimulate their interest about science
- first meet foundational scientific concepts, that then develop through the Cambridge Pathway
- develop their scientific skills so they can become increasingly independent when questioning and investigating phenomena
- begin to understand that scientific models are used to understand and explain phenomena
- recognise that scientific understanding changes over time
- link science to real world contexts that are personal, local, national and global, identifying the relevance of science to the modern world.
Teaching Cambridge Primary Science
We provide a wide range of practical resources, detailed guidance, innovative training and professional development so that you can give your learners the best possible experience of Cambridge Primary Science.
We believe that for teaching and learning to be effective, there should be alignment between curriculum, pedagogy and assessment. We have designed Cambridge Primary Science around this principle:
Curriculum – taken from Primary Science Curriculum Framework
5Bp.02 Know the stages in the life cycle of a flowering plant.
Pedagogy – activity taken from the Stage 5 Scheme of Work
Show a suitable video (or animation) of the life cycle of a flowering plant life cycle to learners. They take notes of the different stages and the key events in the life cycle. From their notes, learners then draw, and label, a life cycle diagram.
- What are the key stages in the life cycle of a flowering plant?
- What changes occur to the plant through its life cycle?
- Can you identify the stages at which the key parts appear and their functions?
Discuss how a life cycle diagram is one way of modelling scientific phenomena found in nature; in this case the life cycle of a flowering plant. Ask learners:
- Are there other models you could use to demonstrate your understanding?
Resources: Video of the life cycle of a flowering plant
Assessment – question assessing 5Bp.02 taken from a Stage 5 Progression Test
Curriculum Framework
The Cambridge Primary Science Curriculum Framework is available to download on the Science (0097) page of the Cambridge Primary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
We have divided the learning objectives into six main areas called ‘strands’ which belong to one of three categories:
- Skills, which includes the Thinking and Working Scientifically strand
- Content, which includes the Biology, Chemistry, Physics, and Earth and Space strands
- Context, which includes the Science in Context strand.
Each strand, except for Science in Context, is further subdivided into ‘sub-strands’:
| Thinking and Working Scientifically | Biology | Chemistry | Physics | Earth and Space |
|---|---|---|---|---|
| Models and representations | Structure and function | Materials and their structure | Forces and energy | Planet Earth |
| Scientific enquiry: purpose and planning | Life processes | Properties of materials | Light and sound | Cycles on Earth |
| Carrying out scientific enquiry | Ecosystems | Changes to materials | Electricity and magnetism | Earth in Space |
| Scientific enquiry: analysis, evaluation and conclusions |
We have designed learning objectives within each strand to ensure progression in learning from Stage 1 to Stage 6 and onwards into Cambridge Lower Secondary. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the Science (0097) page of the Cambridge Primary support site.
Due to the developing nature of science, some learning objectives are developed over multiple years. In Thinking and Working Scientifically, for example, this is done to support mastery of a skill. Other scientific concepts are introduced in one year and then further developed after a gap, for example, introducing food chains in Stage 3, further developing it in Stage 4 and then again in Stage 6. This arrangement of content means Cambridge Primary Science gives you time to cover the breadth of scientific content.
Find information from the Progression Grid
Find information from the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Below are some examples of how knowledge, understanding, skills and context progress across the stages:
Curriculum Framework
The Cambridge Primary Science Curriculum Framework is available to download on the Science (0097) page of the Cambridge Primary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
We have divided the learning objectives into six main areas called ‘strands’ which belong to one of three categories:
- Skills, which includes the Thinking and Working Scientifically strand
- Content, which includes the Biology, Chemistry, Physics, and Earth and Space strands
- Context, which includes the Science in Context strand.
Each strand, except for Science in Context, is further subdivided into ‘sub-strands’:
| Thinking and Working Scientifically | Biology | Chemistry | Physics | Earth and Space |
|---|---|---|---|---|
| Models and representations | Structure and function | Materials and their structure | Forces and energy | Planet Earth |
| Scientific enquiry: purpose and planning | Life processes | Properties of materials | Light and sound | Cycles on Earth |
| Carrying out scientific enquiry | Ecosystems | Changes to materials | Electricity and magnetism | Earth in Space |
| Scientific enquiry: analysis, evaluation and conclusions |
We have designed learning objectives within each strand to ensure progression in learning from Stage 1 to Stage 6 and onwards into Cambridge Lower Secondary. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the Science (0097) page of the Cambridge Primary support site.
Due to the developing nature of science, some learning objectives are developed over multiple years. In Thinking and Working Scientifically, for example, this is done to support mastery of a skill. Other scientific concepts are introduced in one year and then further developed after a gap, for example, introducing food chains in Stage 3, further developing it in Stage 4 and then again in Stage 6. This arrangement of content means Cambridge Primary Science gives you time to cover the breadth of scientific content.
Find information from the Progression Grid
Find information from the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Below are some examples of how knowledge, understanding, skills and context progress across the stages:
| Learning objective examples | ||||||
|---|---|---|---|---|---|---|
| Strand | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 | Stage 6 |
| Thinking and Working Scientifically | Make predictions about what they think will happen. | Make a prediction describing some possible outcomes of an enquiry. | Make predictions, referring to relevant scientific knowledge and understanding within familiar and unfamiliar contexts. | |||
| Biology | Recognise and name the major external parts of the human body. | Identify the different types of human teeth, explain how they are suited to their functions and describe how to care for teeth. | Identify some of the important organs in humans (limited to brain, heart, stomach, intestine and lungs) and describe their functions. | Identify some of the important bones in the human body (limited to skull, jaw, rib cage, hip, spine, leg bones and arm bones). | Describe the human digestive system, including the functions of the organs involved (limited to mouth, oesophagus, stomach, small intestine, large intestine and anus), and know that many vertebrates have a similar digestive system. | Describe the human circulatory system in terms of the heart pumping blood through arteries, capillaries and veins, describe its function (limited to transporting oxygen, nutrients and waste) and know that many vertebrates have a similar circulatory system. |
| Chemistry | Understand that all materials have a variety of properties. | Describe a property as a characteristic of a material and understand that materials can have more than one property. | Describe differences in the properties of solids and liquids. | Use the particle model to explain the properties of solids and liquids | (No relevant learning objective in the progression sequence) | Know that gases have properties, including mass. |
| Physics | (No relevant learning objective in the progression sequence) | Explore the construction of simple series circuits (limited to cells, wires and lamps). | (No relevant learning objective in the progression sequence) | Describe how changing the number or type of components in a series circuit can make a lamp brighter or dimmer. | (No relevant learning objective in the progression sequence) | Make simple circuits and compare the brightness of lamps in series and parallel circuits. |
| Earth and Space | (No relevant learning objective in the progression sequence) | (No relevant learning objective in the progression sequence) | Describe the relative movement of the Earth and Moon. | Explain why the spinning of the Earth on its axis leads to the apparent movement of the Sun, night and day, and changes in shadows. | Describe the orbit of the Earth around the Sun (limited to slight ellipse, anticlockwise direction and the duration). | Describe the relative position and movement of the planets, the Moon and the Sun in the Solar System. |
| Science in Context | Talk about how science helps us understand our effect on the world around us. | Discuss how the use of science and technology can have positive and negative environmental effects on their local area. | ||||
Pedagogy
The Curriculum Framework gives you a list of learning objectives for each stage. Our support materials then give you guidance on:
- the order in which to teach the objectives
- ways of grouping them
- how to split the objectives into smaller steps, and how to differentiate to make the work easier or harder
- suitable activities through which to teach
- ideas for active learning.
Our support materials include:
- Progression Grids
- Schemes of Work
- Equipment list
- Teacher Guide
- Endorsed resources
- Training
Find and access these support materials on the Science (0097) page of the Cambridge Primary support site. You can find more general information about these support materials on the About Cambridge Primary page of the Cambridge Primary support site.
Cambridge Primary Science is designed to be a holistic curriculum. The most effective science teaching develops learners’ scientific knowledge and skills in a cohesive way. It also helps learners to understand how and why science is relevant to their lives.
When planning each lesson, you should:
- consider the content strands first, to make sure that all scientific knowledge is covered
- next, consider which Thinking and Working Scientifically skills you wish to develop alongside it
- finally, choose the Science in Context learning objectives to contextualise the learning. You should consider how the context will help learners connect science to their lives. You should also support them in understanding the real-world importance of the subject.
Wherever possible, each Science lesson should include activities that integrate Thinking and Working Scientifically with scientific knowledge and contexts. This would result in each lesson focusing on one learning objective from each category of strand within the Curriculum Framework.
However, some lessons may not involve a Thinking and Working Scientifically skill. This is not a problem. It means that in those lessons learners can focus on developing their understanding of scientific knowledge within Chemistry, Biology, Physics and Earth and Space. You can decide when it is appropriate to develop Thinking and Working Scientifically skills.
Similarly, some lessons will not include a context. This may be because there is no suitable context or because a context would distract learners from developing their scientific knowledge or skills. You can decide when to use Science in Context learning objectives to help contextualise science learning.
Find information from the Scheme of Work
Find information from the Scheme of Work
Choose a content (Biology, Chemistry, Physics, or Earth and Space) learning objective from the stage you will be teaching. Open the Scheme of Work for that stage. Find an example activity that integrates that learning objective with Thinking and Working Scientifically learning objectives.
Choose an activity
Choose an activity
Now consider how you could contextualise the activity so it is relevant to your learners.
For more information on the approaches to teaching and learning in Cambridge Primary Science, refer to Section 3.4 of the Teacher Guide.
Assessment
We offer a range of optional assessments to help you prove and improve learning:
- Cambridge Primary Progression Tests can be used to check learners’ progress in Stages 3, 4, 5 and 6. They are updated annually and marked in school.
- Cambridge Primary Checkpoint can be used to monitor individual and group performance at the end of the primary programme. See how your learners are performing in comparison to the rest of their class and against an international benchmark. The tests are marked by Cambridge International.
Cambridge Primary Progression Tests (teacher marked)
Cambridge Primary Progression Tests help you to check your learners' progress. They provide detailed information about the performance of each learner for Stages 3, 4, 5 and 6 of the curriculum. The tests help teachers to compare the strengths and weaknesses of individuals and groups and share feedback with learners and parents. They are marked by teachers in your school and come with access to a unique reporting and analysis tool.
You can find more general information about Cambridge Primary Progression Tests on the About Cambridge Primary page of the Cambridge Primary support site.
You can download sample Progression tests on the Science (0097) page of the Cambridge Primary support site.
Cambridge Primary Checkpoint (marked by Cambridge examiners)
Cambridge Primary Checkpoint tests skills, knowledge and understanding at the end of Stage 6 and helps you to measure achievement at the end of Cambridge Primary. The tests are marked by Cambridge International to provide an international benchmark of learner performance. Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school, and against all learners who have taken tests in that series around the world.
You can find more general information about Cambridge Primary Checkpoint on the About Cambridge Primary page of the Cambridge Primary support site.
There are two Cambridge Primary Checkpoint exam series every year. To enter learners for the tests, your school exams officer needs to go to the Making entries area on Cambridge International Direct.
Science in Context is not assessed by either test.
Assessment
We offer a range of optional assessments to help you prove and improve learning:
- Cambridge Primary Progression Tests can be used to check learners’ progress in Stages 3, 4, 5 and 6. They are updated annually and marked in school.
- Cambridge Primary Checkpoint can be used to monitor individual and group performance at the end of the primary programme. See how your learners are performing in comparison to the rest of their class and against an international benchmark. The tests are marked by Cambridge International.
Cambridge Primary Progression Tests (teacher marked)
Cambridge Primary Progression Tests help you to check your learners' progress. They provide detailed information about the performance of each learner for Stages 3, 4, 5 and 6 of the curriculum. The tests help teachers to compare the strengths and weaknesses of individuals and groups and share feedback with learners and parents. They are marked by teachers in your school and come with access to a unique reporting and analysis tool.
You can find more general information about Cambridge Primary Progression Tests on the About Cambridge Primary page of the Cambridge Primary support site.
You can download sample Progression tests on the Science (0097) page of the Cambridge Primary support site.
Cambridge Primary Checkpoint (marked by Cambridge examiners)
Cambridge Primary Checkpoint tests skills, knowledge and understanding at the end of Stage 6 and helps you to measure achievement at the end of Cambridge Primary. The tests are marked by Cambridge International to provide an international benchmark of learner performance. Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school, and against all learners who have taken tests in that series around the world.
You can find more general information about Cambridge Primary Checkpoint on the About Cambridge Primary page of the Cambridge Primary support site.
There are two Cambridge Primary Checkpoint exam series every year. To enter learners for the tests, your school exams officer needs to go to the Making entries area on Cambridge International Direct.
Science in Context is not assessed by either test.
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