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Science

Year 1:

National Curriculum (Knowledge)

Working Scientifically (Skills)

Core British Values

Cultural Capital Opportunities

 

Plants

 P1 identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

 P2 identify and describe the basic structure of a variety of common flowering plants, including trees.

 

Animals, including Humans

 AH1 identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

 AH2 identify and name a variety of common animals that are carnivores, herbivores and omnivores

 AH3 describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

 AH4 identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

 

Everyday Materials

 EM1 distinguish between an object and the material from which it is made

 EM2 identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

 EM3 describe the simple physical properties of a variety of everyday materials

 EM4 compare and group together a variety of everyday materials on the basis of their simple physical properties.

 

Seasonal Changes

 SC1 observe changes across the four seasons

 SC2 observe and describe weather associated with the seasons and how day length varies.

 

 

 

Planning & Asking Questions.

Pupils should be taught to:

 ask simple questions and recognise that they can be answered in different ways.

 

Measuring & Recording.

Pupils should be taught to:

 observe closely, using simple equipment.

 perform simple tests.

 gather and record data to help in answering questions.

 

Concluding.

Pupils should be taught to:

 identify and classify.

 use their observations and ideas to suggest answers to questions.

 

 

  • Curiosity (all units).
  • Physical well-being (human body unit).
  • Respect (looking after themselves, others & the environment).
  • Woodland exploring.
  • Bug Club (after-school).
  • KS1 workshops – Western Park (rocks).
  • Planting, growing, picking & eating food.
  • Animal House Zoo (handling animals & taking care of them).
  • Eureka.

 

 

 

 

 

 

 

 

 

 

 

 

Year 2:

National Curriculum (Knowledge)

Working Scientifically (Skills)

Core British Values

Cultural Capital Opportunities

Living Things and their Habitats

 LH1 explore and compare the differences between things that are living, dead, and things that have never been alive

 LH2 identify that most living things live in habitats to which they are suited

 LH3 describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

 LH4 identify and name a variety of plants and animals in their habitats, including micro-habitats

 LH5 describe how animals obtain their food from plants and other animals

 LH6 understand a simple food chain, and identify and name different sources of food.

 

Plants

 P1 observe and describe how seeds and bulbs grow into mature plants

 P2 find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

 

Animals including Humans

 AH1 notice that animals, including humans, have offspring which grow into adults

 AH2 find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

 AH3 describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

 

Uses of Everyday Materials

 EM1 identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

 EM2 find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

 

 

Planning & Asking Questions.

Pupils should be taught to:

 ask simple questions and recognise that they can be answered in different ways.

 

Measuring & Recording.

Pupils should be taught to:

 observe closely, using simple equipment.

 perform simple tests.

 gather and record data to help in answering questions.

 

Concluding.

Pupils should be taught to:

 identify and classify.

 use their observations and ideas to suggest answers to questions.

 

  • Curiosity (all units).
  • Physical well-being (human body unit).
  • Compassion.
  • Minibeast hunting.
  • KS1 workshop – Western Park (habitats).
  • Magna workshops as part of a school trip.
  • Animal House Zoo (handling animals & taking care of them).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Year 3:

National Curriculum (Knowledge)

Working Scientifically (Skills)

Core British Values

Cultural Capital Opportunities

Plants

 P1 identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

 P2 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

 P3 investigate the way in which water is transported within plants

 P4 explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

 P5 know that plants make their own food

 

Animals including Humans

 AH1 identify that animals, including humans, need the right types and amount of nutrition, and that they AH2 cannot make their own food; they get nutrition from what they eat

 AH3 identify that humans and some animals have skeletons and muscles for support, protection and movement.

 

Rocks

 R1 compare and group together different kinds of rocks (including those in the locality) on the basis of appearance and simple physical properties

 R2 describe in simple terms how fossils are formed when things that have lived are trapped within rock

 R3 recognise that soils are made from rocks and organic matter.

 

Light

 L1 recognise that they need light in order to see things and that dark is the absence of light

 L2 notice that light is reflected from surfaces

 L3 recognise that light from the sun can be dangerous and that there are ways to protect their eyes

 L4 recognise that shadows are formed when the light from a light source is blocked by a solid object

 L5 find patterns in the way that the size of shadows change.

 

Forces and Magnets

 FM1 compare how things move on different surfaces

 FM2 notice that some forces need contact between two objects, but magnetic forces can act at a distance

 FM3 observe how magnets attract or repel each other and attract some materials and not others

 FM4 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

 FM5 describe magnets as having two poles

 FM6 predict whether two magnets will attract or repel each other, depending on which poles are facing.

Planning & Asking Questions.

Pupils should be taught to:

 ask relevant questions and use different types of scientific enquiries to answer them.

 set up simple practical enquiries, comparative and fair tests.

 

Measuring & Recording.

Pupils should be taught to:

 make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.

 record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.

 gather, record, classify and present data in a variety of ways to help in answering questions.

 

Concluding.

Pupils should be taught to:

 identify differences, similarities or changes related to simple scientific ideas and processes.

 report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.

 use straightforward scientific evidence to answer questions or to support their findings.

 

Evaluating.

Pupils should be taught to:

 use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

 

  • Resilience during experiments.
  • Physical well-being (human nutrition).
  • Creativity (solution to problems during experiments).
  • Responsibility (looking after resources & being safe).
  • Pond-dipping.
  • Tree identification.
  • Magna workshops – forces.
  • Pool’s Cavern – rocks.
  • Creswell Craggs.
  • Animal House Zoo (handling animals & taking care of them).

 

 

 

 

 

 

 

 

 

 

 

 

 

Year 4:

National Curriculum (Knowledge)

Working Scientifically (Skills)

Core British Values

Cultural Capital Opportunities

Living things and their Habitats

 LH1 recognise that living things (including those in the locality) can be grouped in a variety of ways

 LH2 explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

 LH3 recognise that environments can change and that this can sometimes pose dangers to living things.

 

Animals including Humans

 AH1 describe the simple functions of the basic parts of the digestive system in humans

 AH2 identify the different types of teeth in humans and their simple functions

 AH3 construct and interpret a variety of food chains, identifying producers, predators and prey.

 

States of Matter

 SM1 explore a variety of everyday materials and develop simple descriptions of the states of matter

 SM2 compare and group materials together, according to whether they are solids, liquids or gases

 SM3 observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

 SM4 identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

Sound

 S1 identify how sounds are made, associating some of them with something vibrating

 S2 recognise that vibrations from sounds travel through a medium to the ear

 S3 find patterns between the pitch of a sound and features of the object that produced it

 S4 find patterns between the volume of a sound and the strength of the vibrations that produced it

 S5 recognise that sounds get fainter as the distance from the sound source increases.

 

Electricity

 E1 identify common appliances that run on electricity

 E2 construct a simple series circuit, identifying/naming its basic parts, including cell, wire, bulb, switch and buzzer

 E3 use their circuits to create simple devices

 E4 draw the circuit as a pictorial representation (not necessarily using conventional circuit symbols)

 E5 about precautions for working safely with electricity.

 E6 identify whether or not a lamp will light in a simple series circuit/

 E7 recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

 E8 recognise some common conductors and insulators, and associate metals with being good conductors.

Planning & Asking Questions.

Pupils should be taught to:

 ask relevant questions and use different types of scientific enquiries to answer them.

 set up simple practical enquiries, comparative and fair tests.

 

Measuring & Recording.

Pupils should be taught to:

 make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.

 record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.

 gather, record, classify and present data in a variety of ways to help in answering questions.

 

Concluding.

Pupils should be taught to:

 identify differences, similarities or changes related to simple scientific ideas and processes.

 report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.

 use straightforward scientific evidence to answer questions or to support their findings.

 

Evaluating.

Pupils should be taught to:

 use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

 

  • Resilience during experiments.
  • Responsibility (looking after resources & being safe).

 

  • Kedleston Hall – pond dipping, plant identifying, dangers in environments & classification.
  • Magna workshop – circuits.
  • Magna – school trip (sound, states of matter).
  • Animal House Zoo (handling animals & taking care of them).

 

 

 

 

 

 

 

 

 

Year 5:

National Curriculum (Knowledge)

Working Scientifically (Skills)

Core British Values

Cultural Capital Opportunities

Living things and their Habitats

 LT1 describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

 LT2 describe the life process of reproduction in some plants and animals.

 LT3 raise questions about their local environment throughout the year.

 LT4 find out about the work of naturalists and animal behaviourists, for example, David Attenborough and Jane Goodall.

 LT5 find out about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals.

 

Animals, including Humans

 AIH1describe the changes as humans develop to old age.

 AIH2 draw a timeline to indicate stages in the growth and development of humans.

 AIH3 learn about the changes experienced in puberty.

 

Properties and changes of materials

 PM1 compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

 PM2 know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

 PM3 use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

 PM4 give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

 PM5 demonstrate that dissolving, mixing and changes of state are reversible changes

 PM6 explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

 PM7 explore reversible changes, including, evaporating, filtering, sieving, melting and dissolving, recognising that melting and dissolving are different processes.

 PM8 explore changes that are difficult to reverse, for example, burning, rusting and other reactions, for example, vinegar with bicarbonate of soda.

 

Earth and Space

 ES1 describe the movement of the Earth, and other planets, relative to the Sun in the solar system

 ES2 describe the movement of the Moon relative to the Earth

 ES3 describe the Sun, Earth and Moon as approximately spherical bodies

 ES4 use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

 ES5 learn that the Sun is a star at the centre of our solar system and that it has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was reclassified as a ‘dwarf planet’ in 2006).

 ES6 understand that a moon is a celestial body that orbits a planet (Earth has one moon; Jupiter has four large moons and numerous smaller ones).

 

Forces

 F1 explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

 F2 identify the effects of air resistance, water resistance and friction, that act between moving surfaces

 F3 recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

 F4 explore the effects of air resistance by observing how different objects such as parachutes and sycamore seeds fall.

 F5 explore the effects of friction on movement and find out how it slows or stops moving objects.

 F6 find out how scientists, for example, Galileo Galilei and Isaac Newton helped to develop the theory of gravitation.

 

 

 

Planning & Asking Questions.

Pupils should be taught to:

 plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

 

Measuring & Recording.

Pupils should be taught to:

 take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

 record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

 

Concluding.

Pupils should be taught to:

 identify scientific evidence that has been used to support or refute ideas or arguments.

 report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

 

Evaluating.

Pupils should be taught to:

 use test results to make predictions to set up further comparative and fair tests.

 

  • Critical thinking.
  • Curiosity.
  • Resilience.
  • Planetarium (solar systems, stars, constellations, etc).
  • Go stargazing.

 

 

Year 6:

National Curriculum (Knowledge)

Working Scientifically (Skills)

Core British Values

Cultural Capital Opportunities

Living things and their Habitats

 LTH1 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

 LTH2 give reasons for classifying plants and animals based on specific characteristics.

 LTH3 know that broad groupings, such as micro-organisms, plants and animals can be subdivided.

 LTH4 should classify animals into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals).

 LTH5 find out about significance of the work of scientists such as Carl Linnaeus, a pioneer of classification.

 

Animals, including Humans

 AIH1 identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

 AIH2 recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

 AIH3 describe the ways in which nutrients and water are transported within animals, including humans.

 AIH4 explore questions to understand how the circulatory system enables the body to function.

 AIH5 learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body.

 AIH6 explore the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.

 

Evolution and Inheritance

 EI1 recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

 EI2 recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

 EI3 identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

 EI4 be introduced to the idea that characteristics are passed from parents to their offspring, i.e. different breeds of dogs, and what happens when, for example, labradors are crossed with poodles.

 EI5 appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example, by exploring how giraffes’ necks got longer.

 EI6 find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and Alfred Wallace developed their ideas on evolution.

 

Light

 L1 recognise that light appears to travel in straight lines

 L2 use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

 L3 explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

 L4 use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

 L5 work scientifically by: deciding where to place rear-view mirrors on cars; designing and making a periscope and using the idea that light appears to travel in straight lines to explain how it works.

 L6 look at a range of phenomena including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (they do not need to explain why these phenomena occur).

 

Elecricity

 E1 associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

 E2 compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

 E3 use recognised symbols when representing a simple circuit in a diagram.

 E4 construct simple series circuits, to help them to answer questions about what happens when they try different components, for example, switches, bulbs, buzzers and motors.

 E5 learn how to represent a simple circuit in a diagram using recognised symbols.

 

Planning & Asking Questions.

Pupils should be taught to:

 plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

 

Measuring & Recording.

Pupils should be taught to:

 take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

 record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

 

Concluding.

Pupils should be taught to:

 identify scientific evidence that has been used to support or refute ideas or arguments.

 report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

 

Evaluating.

Pupils should be taught to:

 use test results to make predictions to set up further comparative and fair tests.

 

  • Critical thinking.
  • Mental well-being.
  • Visit a science lab at a university.
  • Visit a local secondary school and its science department.

 

 

Science Skills Assessment Grid                       Year Group: ___________    Class: ________________________________

Science Unit: ___________________________________________________________________

Skills Area

Working towards

Expected

Greater depth

Planning & Asking Questions

 

 

 

 

 

 

 

Measuring & Recording

 

 

 

 

 

 

 

 

Concluding

 

 

 

 

 

 

 

 

Evaluating

 

 

 

 

 

 

 

 

 

 


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