Sussex Road School Science

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Biology

ANIMALS INCLUDING HUMANS

Identify and name common animals with reference to carnivores, herbivores & omnivores

Structure of a variety of common animals and plants.

Basic parts of the human body and relate to senses

Identify and name a variety of plants.

ANIMALS INCLUDING HUMANS

Offspring

Basic needs of animals

Importance of exercise, diet and hygiene

LIVING THINGS AND THEIR HABITATS

Differences between things that are living, dead, and things that have never been alive

Habitats - adaptation of animals and plants and interdependence

Simple food chains, looking at food sources

PLANTS

Seeds and bulbs

Needs of plants

ANIMALS INCUDING HUMANS

Nutrition for animals, including humans

Skeletons & muscles

PLANTS

Function of different parts of flowering plants

Requirements of plants for life and growth

Transportation of water in plants

Life cycle of flowering plants

ANIMALS INCLUDING HUMANS

Digestive system in humans

Teeth in humans and their simple functions

Food chains

LIVING THINGS AND THEIR HABITATS

Grouping living things

Classification

Environmental changes

ANIMALS INCLUDING HUMANS

Ageing

LIVING THINGS AND THEIR HABITATS

Life cycles of mammals, amphibians, insects and birds

Reproduction in some plants and animals.

ANIMALS INCLUDING HUMANS

Human circulatory system

Impact of diet, exercise, drugs and lifestyle

How nutrients and water are transported within animals

LIVING THINGS AND THEIR HABITATS

Classification - giving reasons for groupings

EVOLUTION AND INHERITANCE

Changes in living things over time Fossils

Offspring

Adaptation and evolution

Chemistry

EVERYDAY MATERIALS

Difference between objects and the materials they are made from

Name everyday materials

Physical properties of everyday materials

Compare and group everyday materials

USES OF EVERYDAY MATERIALS

Suitability of everyday materials

Changing shapes by squashing, bending, twisting and stretching.

ROCKS

Compare and group rocks

How fossils are formed

Soils

STATES OF MATTER

Compare and group solids, liquids and gases

Changes of state: heating and cooling

Water cycle: evaporation and condensation

PROPERTIES AND CHANGES OF MATERIALS  

Compare and group materials

Solutions and dissolving

Separating mixture: filtering, sieving, evaporating

Uses of everyday materials: comparative & fair tests

Reversible changes and irreversible changes

Physics

SEASONAL CHANGES

Changes across the four seasons

Weather

Day length

LIGHT

Need light in order to see

Dark is the absence of light

Reflection from surfaces

Dangers of sunlight and ways to protect eyes

Shadow formation and patterns in changes

FORCES AND MAGNETS

Surfaces and their effect on movement

How forces act

Magnets: attract and repel

Compare and group materials - attracted to magnets or not

Magnets & their poles

SOUND

How sounds are made - vibrations

Pitch & volume

ELECTRICITY

Common appliances that run on electricity

Simple series electrical circuit: batteries, wires, bulbs, switches

Common conductors and insulators

EARTH AND SPACE

Movement of the Earth, and other planets, relative to the Sun in the solar system

Movement of the Moon relative to the Earth

Earth’s rotation: day & night

FORCES

Effect of gravity on objects

Air resistance, water resistance & friction

Mechanisms allow a smaller force to have a greater effect 

LIGHT

Light appears to travel in straight lines

Objects are seen because they give out or reflect light into the eye

Shadows

ELECTRICITY

Altering the brightness of a lamp or the volume of a buzzer

Using recognised symbols in simple circuit diagrams

EYFS

Knowledge and Understanding of the World

The World

30-50 months

• Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.

• Can talk about some of the things they have observed such as plants, animals, natural and found objects.

• Talks about why things happen and how things work.

• Developing an understanding of growth, decay and changes over time.

• Shows care and concern for living things and the environment.

40-60+ months

Looks closely at similarities, differences, patterns and change

Early learning goal – the world

Children know about similarities and differences in relation to places, objects, materials and living things.

They talk about the features of their own immediate environment and how environments might vary from one another.

They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology

30-50 months

• Knows how to operate simple equipment.

• Shows an interest in technological toys with knobs or pulleys, or real objects.

• Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

Early learning goal – technology

Children recognise that a range of technology is used in places such as homes and schools.

They select and use technology for particular purposes.

Physical Development

Health and Self-care

30-50 months

• Can tell adults when hungry or tired or when they want to rest or play.

• Observes the effects of activity on their bodies.

• Understands that equipment and tools have to be used safely.

• Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.

• Can usually manage washing and drying hands.

40-60+ months

• Eats a healthy range of foodstuffs and understands need for variety in food.

• Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

• Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.

• Practices some appropriate safety measures without direct supervision.

Early learning goal – health and self-care

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Years 1 and 2

Years 3 and 4

Years 5 and 6

Behaving like a Scientist…

National Curriculum Working Scientifically Skills Coverage

Asking and Answering Questions

• asking simple questions and recognising that they can be answered in different ways

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

• planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

(using secondary sources: books, photographs and videos)

Investigating

• performing simple tests

observing changes over time, doing simple comparative tests, using secondary sources: books, photographs and videos

• setting up simple practical enquiries, comparative and fair tests

using secondary sources: books, photographs and videos

Observing

• observing closely

• making systematic and careful observations

• using test results or observations to make predictions to set up further comparative and fair tests

Equipment and Measuring

• using simple equipment

hand lenses and egg timers

• taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

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

Identifying and Classifying

• identifying and classifying

by comparing, sorting and grouping

• identifying, grouping, sorting and classifying differences, similarities or changes related to simple scientific ideas and processes
• using simple keys

• using classification keys

Recording and Reporting of Findings

• gathering and recording data to help in answering questions.

communicating their ideas in a variety of ways

• gathering, recording, presenting data and reporting on findings from enquiries using simple scientific language in a variety of ways to help in answering questions: including oral and written explanations, displays or presentations, drawings, labelled diagrams, keys, bar charts and tables of results and conclusions

• recording data and results of increasing complexity using scientific diagrams and labels, tables, scatter graphs, bar and line graphs

Analysing Data

noticing simple patterns and relationships

• using straightforward scientific evidence to answer questions or to support their findings

(Look for naturally occurring patterns and relationships)

• identifying scientific evidence that has been used to support or refute ideas or arguments.

Drawing Conclusions

• using their observations and ideas to suggest answers to questions

• using results to draw simple conclusions

E.g. The ___-er the _____, the ___-er the ______.

• make predictions for new values, suggest

improvements and raise further questions

• reporting and presenting 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

Vocabulary

• Use simple scientific language

• Read and spell simple scientific vocabulary correctly

• Read, spell and pronounce simple scientific vocabulary correctly.