Purpose of study
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
|Year 1||Year 2||Year 3||Year 4||Year 5||Year 6|
|KPI: To ask simple questions and recognise that they can be answered in different ways.||KPI: To ask relevant questions and begin to suggest independently how they could be answered.||KPI: To make and record prediction before testing.||KPI: To ask relevant questions and use different types of scientific enquiries to answer them.||KPI: To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.||KPI: To identify independent, dependent and control variables and other factors to be taken into account when collecting evidence and data.|
|KPI: To observe carefully, using simple equipment.||KPI: To set up simple practical enquiries, comparative and fair tests.||KPI: To explain why they need to collect information to answer a scientific question.||KPI: 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.||KPI: To take measurements, using a range of scientific equipment independently, with accuracy and precision.||KPI: To take measurements, using a range of scientific equipment, with accuracy and precision, taking repeat readings when appropriate.|
|KPI: To identify and classify a number of plants and animals.||KPI: To gather, record, classify and present data in a variety of ways to help in answering questions.||KPI: To make accurate measurements using standard units.||KPI: To gather, record, classify and present data with increasing independence in a variety of ways to help answer questions.||KPI: To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.||KPI: To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.|
|KPI: To use observations and ideas to suggest answers to own questions.||KPI: To report findings using simple scientific language, drawings, labelled diagrams, bar charts and tables.||KPI: To explain what they have found out and use own measurements to say whether it helps to answer questions.||KPI: To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.||KPI: To use test results to make predictions to set up further comparative and fair tests.||KPI: To evaluate the reliability of methods and suggest possible improvements.|
|KPI: To gather and record data to help in answering questions.||KPI: To use results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests.||TT: To describe how nutrients, water and oxygen are transported within animals and humans.||KPI: To report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.||KPI: To report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written form such as displays and other presentations.||KPI: To identify questions arising from results of investigations.|
|TT: To identify and name a variety of common, wild and green plants.||TT: To observe and describe how seeds and bulbs grow into mature plants.||TT: To describe and explain the skeletal and muscular system of a human.||KPI: To use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.||KPI: To identify scientific evidence that has been used to support or refute ideas or arguments.||KPI: To identify scientific evidence that has been used to support or refute ideas or arguments.|
|TT: To identify and name a variety of deciduous and evergreen trees.||TT: To find out and describe how plants need water, light and suitable temperature to grow and stay healthy.||TT: To explain how the need and functions of plant parts vary from plant to plant e.g insect and wind pollinated plants.||KPI: To identify differences, similarities or changes related to simple scientific ideas and processes.||TT: To describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.||TT: To 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.|
|TT: To identify and describe the basic structure of a variety of common flowering plants, including trees.||TT: To notice that animals, including humans, have offspring, which grow into adults.||TT: To suggest materials which could be used for better jobs.||KPI: To use straightforward scientific evidence to answer questions or to support own findings.||TT: To describe the life process of reproduction in some plants and animals.||TT: To give reasons for classifying plants and animals based on specific characteristics.|
|TT: To identify and name a variety of common animals, including fish, amphibians, reptiles, birds and mammals.||TT: To find out about and describe the basic needs of animals, including humans for survival (water, food and air).||TT: To set up a simple test to explore the differences between materials.||TT: To recognise that living things can be grouped in a variety of ways.||TT: To describe the changes as humans develop to old age.||TT: To identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.|
|TT: To identify and name a variety of common animals that are carnivores, herbivores and omnivores.||TT: To describe the importance for humans of exercise, eating the right amount of different types of food, and hygiene.||TT: To describe what it means to reverse a change and describe which changes can and cannot be reversed.||TT: To explore and use classification keys to help group, identify and name a variety of living things in local and wider environment.||TT: To 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.||TT: To recognise the impact of diet, exercise, drugs and lifestyle on the way own bodies function.|
|TT: To describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).||TT: To identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, rock, brick, paper and cardboard for particular uses.||TT: To describe and explain the difference between sedimentary and igneous rocks, and To describe how fossils are formed within sedimentary rocks.||TT: To recognise that environments can change and that this can sometimes pose dangers to living things.||TT: To know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.||TT: To describe the ways in which nutrients and water are transported within animals, including humans.|
|TT: To identify, name, draw and label the basic parts of the human body and say which part of the human body is associated with each sense.||TT: To find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.||TT: To talk about how some magnets attract or repel each other.||TT: To describe the simple functions of the basic parts of the digestive system in humans.||TT: To use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.||TT: To recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.|
|TT: To distinguish between an object and the materials from which it is made.||TT: To explore and compare differences between things that are living, dead and things that have never been alive.||TT: To explain the difference between transparent, translucent and opaque.||TT: To identify the different types of teeth in humans and their simple functions.||TT: To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.||TT: To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.|
|TT: To identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.||TT: To identify that most living things live in habitats to 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 of each other.||TT: To explain how bulbs work in an electrical circuit.||TT: To construct and interpret a variety of food chains, identifying producers, predators and prey.||TT: To demonstrate that dissolving, mixing and changes of state are reversible changes.||TT: To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.|
|To describe the simple physical properties of a variety of everyday materials.||TT: To identify and name a variety of plants and animals in their habitats, including micro-habitats.||To suggest improvements and predictions for further test.||TT: To compare and group materials together, according to whether they are solids, liquids or gases.||TT: To 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.||TT: To recognise that light appears to travel in straight lines.|
|TT: To compare and group together a variety of everyday materials on the basis of their simple physical properties.||TT: To 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.||TT: To explain how the muscular and skeletal systems work together to create movement.||TT: To 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).||TT: To describe the movement of the Earth, and other planets, relative to the Sun in the solar system.||TT: To 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.|
|TT: To observe changes across the four seasons.||TT: To explain different ways that they can sort the same group of materials and explain reasoning.||TT: To identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.||To describe the movement of the Moon relative to the Earth.||TT: To 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.|
|TT: To observe and describe weather associated with the seasons and how day length varies.||TT: To explain why shadows change when the light source is moved closer or further from the object.||TT: To identify how sounds are made, associating some of them with something vibrating.||TT: To describe the Sun, Earth and Moon as approximately spherical bodies.||TT: To use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.|
|TT: To recognise that vibrations from sounds travel through a medium to the ear.||TT: To use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.||TT: To associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.|
|TT: To find patterns between the pitch of a sound and features of the object that produced it.||TT: To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.||TT: To 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.|
|TT: To find patterns between the volume of a sound and the strength of the vibrations that produced it.||TT: To identify the effects of air resistance, water resistance and friction, that act between moving surfaces.||TT: To use recognised symbols when representing a simple circuit in a diagram.|
|TT: To recognise that sounds get fainter as the distance from the sound source increases.||TT: To recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.|
|TT: To identify common appliances that run on electricity.|
|TT: To construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.|
|TT: To identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.|
|TT: To recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.|
|TT: To recognise some common conductors and insulators, and associate metals with being good conductors.|
Science supports spiritual development by providing many opportunities for children to think and spend time reflecting on the amazing wonders which occur in our natural world.
Science supports moral development by showing children that different opinions need to be respected and valued. There are many moral and ethical issues that we cover in science including discussions about environmental and human issues.
Science supports social development by exposing children to the power of collaborative working in the science community which has led to some amazing and life changing breakthroughs in medicine. When undertaking experiments and research children work collaboratively.
Science supports cultural development by looking at how scientists from a range of cultures have had a significant impact globally. It also helps children to understand how important science is to the economy and culture of the UK.