Curious Forest™ · England National Curriculum
Year 3 Science — curriculum & games
Every England National Curriculum objective, one row at a time — tap through to the free Curious Forest game that practises it. Based on the IXL England Programme of Study skill plans.
Year
Subject
5 of 29 objectives have a matching Curious Forest game (17%). The rest are real gaps, shown honestly — new games ship every week.
Working Scientifically
| Curriculum skill | Practise it |
|---|---|
| Ask questions and plan a fair testAsking relevant questions and using different types of scientific enquiries to answer them | Not yet — coming soon |
| Set up simple tests and comparisonsSetting up simple practical enquiries, comparative and fair tests | Not yet — coming soon |
| Read thermometers and measure with unitsMaking systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers | Not yet — coming soon |
| Gather and record data from investigationsGathering, recording, classifying and presenting data in a variety of ways to help in answering questions | Not yet — coming soon |
| Present findings using diagrams, charts and tablesRecording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables | Pictogram Pip → |
| Report and explain findings from investigationsReporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions | Not yet — coming soon |
| Draw conclusions and make predictionsUsing results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions | Not yet — coming soon |
| Spot similarities, differences and changesIdentifying differences, similarities or changes related to simple scientific ideas and processes | Not yet — coming soon |
| Use evidence to answer science questionsUsing straightforward scientific evidence to answer questions or to support their findings | Not yet — coming soon |
Plants
| Curriculum skill | Practise it |
|---|---|
| Identify plant parts and their jobsIdentify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers | Picture This → |
| What plants need to growExplore 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 | Not yet — coming soon |
| How water moves through a plantInvestigate the way in which water is transported within plants | Not yet — coming soon |
| Flower life cycles, pollination and seed dispersalExplore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal | Not yet — coming soon |
Animals, Including Humans
| Curriculum skill | Practise it |
|---|---|
| Why animals need the right nutritionIdentify 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 | Not yet — coming soon |
| Skeletons and muscles for support and movementIdentify that humans and some other animals have skeletons and muscles for support, protection and movement | Not yet — coming soon |
Rocks
| Curriculum skill | Practise it |
|---|---|
| Compare and group rocks by propertiesCompare and group together different kinds of rocks on the basis of their appearance and simple physical properties | Not yet — coming soon |
| How fossils formDescribe in simple terms how fossils are formed when things that have lived are trapped within rock | Tree of Life → |
| Soils are made from rock and organic matterRecognise that soils are made from rocks and organic matter | Not yet — coming soon |
Light
| Curriculum skill | Practise it |
|---|---|
| We need light to seeRecognise that they need light in order to see things and that dark is the absence of light | Not yet — coming soon |
| Light reflects off surfacesNotice that light is reflected from surfaces | Not yet — coming soon |
| Protecting eyes from sunlightRecognise that light from the sun can be dangerous and that there are ways to protect their eyes | Not yet — coming soon |
| How shadows form when light is blockedRecognise that shadows are formed when the light from a light source is blocked by an opaque object | Not yet — coming soon |
| How shadow size changesFind patterns in the way that the size of shadows change | Not yet — coming soon |
Forces and Magnets
| Curriculum skill | Practise it |
|---|---|
| Moving on different surfaces (friction)Compare how things move on different surfaces | Force Diagrams → |
| Magnetic forces act without touchingNotice that some forces need contact between two objects, but magnetic forces can act at a distance | Force Diagrams → |
| How magnets attract and repelObserve how magnets attract or repel each other and attract some materials and not others | Not yet — coming soon |
| Sort materials as magnetic or notCompare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials | Not yet — coming soon |
| Magnets have two polesDescribe magnets as having two poles | Not yet — coming soon |
| Predict if magnet poles attract or repelPredict whether two magnets will attract or repel each other, depending on which poles are facing | Not yet — coming soon |