Knowledge Skills Context/topic links Reception Plants and Animals Identify and name common plants (green plants, wild plants and trees, deciduous and evergreen) Label parts of a plant Identify and name common animals (birds, fish, reptiles, amphibians, mammals, invertebrates) Carnivores, herbivores and omnivores Identify, draw and label parts of the body Characteristics of living things Notice that animals, including humans have offspring which grow into adults. Find out about and describe the basic needs of animals for survival. Describe the importance for humans of exercise, eating the right amounts and types of food and hygiene. As part of everyday provision Seasonal changes as part of everyday provision (weather chart, plotting the sun in the sky), changes across seasons, weather associated with seasons and clothes we should wear. Senses. Notice and describe how things are moving, using simple comparisons such as faster and slower. Compare how different things move Key Stage 1 Asking questions and recognise that they can be answered in different ways. Making simple comparisons Making observations London: Let s explore nature walks in the local area Heroes keeping healthy Wonderful wildlife plants and animals Lauren Child link to importance of exercise, eating the right amounts and types of food. Hygiene. Australian adventure plants and animals Commotion in the ocean sea creatures, movement Sensory experiences such as cornflour, wet and dry spaghetti jellibaff, shaving foam etc. Encourage children to explore and talk through what they feel annotice. Forces through play with guttering and water. The principal focus of science teaching in Key stage one is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them.
They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over time, noticing patterns, grouping and clarifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books photographs and videos. Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at KS1. Year 1 Asking simple questions (how things are similar and different, how things change) Jurassic Park living things, fossils Materials Making comparisons Making close observations Incredible inventions materials, electricity Describing properties of materials Identify and name everyday materials Compare and group materials Best materials for objects/items Understand how the shape of solid objects can be changed by squashing, bending, twisting and stretching. Identify and compare the uses of a variety of everyday materials Making observations over a period of time Performing simple tests (eg. What is the best material for an umbrella? etc..) using simple measurements and equipment to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. Identifying and classifying Amazing Africa habitats, living things, seasonal changes Not so traditional tales - habitata Living Things Using their observations to answer questions Introduce children to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. Explore and compare the differences between things that are living, dead, and things that have never been alive. Describe in simple terms how fossils are formed when things that have lived are trapped within rocks. Understand the terms carnivores, herbivores and omnivores. Habitats Identify that most living things live in habitats in which they are
suited and describe how different habitats provide for the basic needs of different kinds of animals and plants and how they depend on each other. Identify and name a variety of plants and animals in their habitats, including micro habitats Electricity Identify common appliances that run on electricity Construct a simple series electrical circuit Make predictions about whether or not a bulb will light in a simple series circuit. Recognize that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit. Recognise some common conductors and insulators Associate metals with being good conductors Understand how to be safe with electricity. Seasonal changes Consolidate learning from reception observe changes across the 4 seasons, observe and describe weather associated with the seasons and how day length varies. Children should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses. Year 2 Plants Identify and name a variety of common wild and garden plants (including deciduous and evergreen) Identify and describe the basic structure of a variety of common flowering plants, including trees. Observe and describe how seeds and bulb grow into mature Asking questions Collecting and recording data to answer questions. Begin to notice patterns and relationships Begin to understand the concept of a fair test Identify and classify. Keep records of how plants change over time (link to Rainforest experiment) Understand that a conclusion is what we found Rainforests plants and animals, habitats Ice states of matter Our Feathered Friends life cycles (chick hatching) Author focus: habitats
plants Comparing and contrasting plants Find out and describe that plants need water, light and a suitable temperature to grow and stay healthy. Find out and describe the basic needs of animals including humans for survival (tribes) Water transported within plants The role of flowers in the life cycle of plants.- Pollination, seed dispersal and seed formation. Functions of different parts of flowering plants (roots, stems, leaves and flowers) Animals have offspring Deforestation Life cycles out. Make predictions States of Matter Measure temperature Understand how insulation can keep things warm/cold Habitats Compare local habitat with rainforest Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Lower Key Stage 2 The principal focus of science teaching in lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
Year 3 Light Recognise that they need light in order to see things and that dark is the absence of light. Notice that light is reflected from surfaces. Recognise that light from the sun can be dangerous and that there are ways to protect your eyes. Recognise that shadows are formed when light from a light source is blocked by a solid object Find patterns in the way that the size of shadows change. Living things Describe the ways in which nutrients and water are transported, including humans. Describe the simple functions of the basic parts of the digestive system in humans. Identify different types of teeth in humans and their simple functions. Identify that animas, 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 animals have skeletons and muscles for support, protection and movement. Magnets (link to mysterious worlds see http://www.teachprimary.com/learning_resources/view/crosscurricular-ks2-topic-magnets for some Harry Potter related magnet learning!!) Notice that some forces need contact between two objects, but Ask questions and start to make their own decisions about the most appropriate type of science enquiry they may use to answer scientific questions. Recognize when a simple fair test is necessary and think about how it may be set up. Make systematic and careful observations Making accurate measurements using standard units, using a range of equipment Talk about criteria for grouping, sorting and classifying. Use simple keys Make decisions about what observations to make, how long to make them for and what type of equipment to use Collect data from their own observations and measurements Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables. Make decisions about how to record and analyse their data. With support, children look for changes, patterns, similarities and difference in their data to draw simple conclusions and answer questions. Rotten Romans -rocks (Although rocks have gone to Year 4, it would be good to learn about volcanoes as this is really engaging for the children - Mt Vesuvius) India Creatures of the Night light, living things, Author focus teeth (Grandma) and living things Mysterious worlds magnets Harry Potter.
magnetic forces can act at a distance. Observe how magnets attract or 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 two poles Peredict whether two magnets will attract or repel each other, depending on which way poles are facing. Children remember acronym PARK when concluding (refer back to your prediction, answer the original question, refer to your results, use your scientific knowledge) Use relevant scientific vocabulary to discuss their ideas and communicate their findings. Make predictions Year 4 Rocks Compare and group together different kinds of rocks using simple, physical properties. Relate the simple physical properties of some rocks to their formation (igneous and sedimentary) Recognise that soils are made from rocks and organic matter. Living Things Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider Identify differences, similarities or changes related to simple, scientific ideas and processes. Using straightforward scientific evidence to answer questions or to support their findings. Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. Consolidate Year 3 skills, plus: Use of data loggers. With support, identify new questions arising from their data and find ways of improving what they have already done Fabulous fashion materials designing trainers for example. London:Tales of the Thames water cycle, pollution, filtering water, water cycle. Link rocks to the water cycle, dissolving, evaporation etc. Central and South America living things (Killer plants). Food chains, plants Fabulous fashion materials Pollution materials
environment. Recognise that environments can change and that this can sometimes pose dangers to living things. Construct and interpret a variety of food chains, identifying producers, predators and prey. Plants (in the context of Killer Plants) 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 in which water is transported within plants. Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Describe the life process of reproduction in some plants and animals Specific links to London topic: Recognise that environments are constantly changing. And this can sometimes pose dangers to specific habitats. Water cycle Filtering water. Identify the parts played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Materials Give reasons based on evidence from comparative and fair tests for the particular uses if everyday materials, including metals, wood and plastic (design trainers) Compare and group together everyday materials based on
evidence from comparative and fair tests, including their hardness, solubility, conductivity (electrical and thermal), and response to magnets. Understand how some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution (reversible and irreversible) Decide how mixtures might be separated using filtering, sieving and evaporating. States of Matter Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Upper Key Stage 2 The principal focus of science teaching in upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analyzing functions, relationships and interactions more systematically. They should encounter more abstract ideas and begin to recognize how these ideas help them to understand and predict how the world operates. They should also begin to recognize that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying our comparative and fair tests and finding things out using a wide range of secondary sources and information. Pupils should draw conclusions based on their scientific knowledge and understanding to explain their findings. Pupils should read, spell and pronounce scientific vocabulary correctly. Year 5 States of Matter Compare and group materials together according to whether they are solid, liquid or gas. Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this Planning enquiries, including recognizing and controlling variables where necessary. Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate. Medical marvels states of matter, materials, all living things Space Earth and space
happens in degrees celcius. Demonstrate that dissolving, mixing and changes of state are reversible changes Earth and Space Describe the movement of the Earth, and other planets, relative to the Sun in the soldar system. Describe the movement of the moon relative to the Earth Describe the Sun, Earth and Moon as approximately spherical bodies Earths rotation to explain night and day and the apparent movement of the sun across the sky. All living things Describe lifecycles common to a variety of animals including humans Identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood (build on from Yr 3) Understand that micro organisms are living things that are often too small to see and that they may be beneficial or harmful. Describe the differences in the life cycles of a mammal, an amphibian, and insect and a bird Describe the changes as humans develop to old age. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported within animals, including humans. Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs and models. Reporting finding from enquiries,including: oral and written explanations of results (including displays and other presnetations); explanations involving causal relationships; conclusions. Children remember acronym PARK when concluding (refer back to your prediction, answer the original question, refer to your results, use your scientific knowledge) Presenting findings in written form, displays and other presentations. Using test results to make predictions to set up further comparative and fair tests. Using simple models to describe scientific ideas Identifying scientific evidence that has been used to support or refute ideas or arguments Materials Explain that some changes result in the formation of new
materials and that this kind of change is normally reversible, including changes associated with burning, oxidization and the action of bicarbonate of soda. Year 6 Light (learn in context of the Blitz) Understand that light appears to travel in straight lines. Use this idea to explain that objects are seen because they give out or reflect light into the eye Use this idea to also explain why shadows have the same shape as the objects that cast them and to predict the size of shadows when the position of the light source changes. Forces (learning through the context of science and technology in WW2 http://www.learnnc.org/lp/editions/nchist-worldwar/6002 - missiles, parachutes etc) Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. Identify the effect of drag forces such as air resistance, water resistance and friction, that act between moving surfaces. Describe, in term of drag forces, why moving objects that are not driven tend to slow down. Understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs. Sound (Gadgets and Gizmos) Identify how sounds are made, associating some of them with something vibrating. Recognise that vibrations from sounds travel through a medium to the ear. Apply and consolidate Year 5 skills with increasing independence. North America Evolution and inheritance chn chouls be introduced to the idea that characteristics are passed from parents to their offspring. They should also appericate that variation in offspring over time can make animals more of less able to survive in particular environments (explore work of Charles Darwin in the context of North American animals link to literacy non-fiction writing)
Find patterns between the pitch of a sound and features of the object that produced it. Find patterns between the volume of a sound and the strength of the vibrations that produced it. Recognise that sounds get fainter as the distance from the the sound source increases. Evolution and Inheritance (in the context of North America) Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaption may lead to evolution. Electricity (Gadgets and Gizmos) Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. Compare and give reasons for variation in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Use recognized symbols when representing a simple circuit in a diagram Living Things (in the context of North America) Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals Gove reasons for classifying plants and animals based on specific characteristics.