Science

Year Group

Seasonal change     

Everyday materials           

Plants            

Animals including humans

Learning Expectations

Key Vocabulary

To be able to observe and describe weather associated with the seasons.

To be able to observe changes across the four seasons.

Seasons; spring, summer, autumn, winter

Year, months, days

Hot, warm, mild, cold

Sunny

Cloudy

Rain, sleet, snow, hail, thunder, lightning, rainbow

Wet, damp, dry

Windy, breezy, gust

Temperature      Degrees Celsius      Thermometer    Weather vane

Anemometer

To be able to ask simple questions and recognise that they can be answered in different ways.

To able to perform simple tests.

To be able to observe closely, using simple equipment.

To be able to gather data to answer a question.

To be able to observe and describe how day length varies.

Learning Expectations

Key Vocabulary

Distinguish between an object and the material from which it is made.

Types of materials: wood, plastic, glass, metal, water, rock, brick, fabric, sand, paper, flour, butter, milk, soil

Properties of materials:  hard/soft, stretchy/not stretchy, shiny/dull, rough/smooth, bendy/not bendy, transparent/not transparent, sticky/not sticky

Verbs associated with materials: crumble, squash, bend, stretch, twist

Senses: touch, see, hear, smell and taste

Identify and name a variety of everyday materials, including wood, plastic, glass, water and rock.

Describe the simple physical properties of a variety of everyday materials.

Compare and group together a variety of everyday materials on the basis of their physical properties.

Learning Expectations

Key Vocabulary

Identify and name a variety of common plants, including garden plants, wild plants and trees, and those classified as  deciduous and evergreen

Trees - deciduous, evergreen, ash, birch, beech, rowan, common lime, oak, sweet chestnut, horse chestnut, apple, willow, sycamore, fir, pine , holly, etc

Wild flowering plants - cleavers, coltsfoot, daisy, dandelion, garlic mustard, mallow, mugwort, plantain, red clover, self heal, shepherd’s purse, sorrel, spear thistle, white campion, white deadnettle and yarrow.

Garden plants – crocus, daffodil, bluebells, etc

Parts of plants – roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs

Identify and describe the basic structure of a variety of common plants including roots, stem/trunk, leaves and flowers.

Learning Expectations

Key Vocabulary

Identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals

Birds, fish, amphibians, reptiles, mammals and invertebrates

Feathers, scales, gills, fins, hair, land, water, backbone, skeleton

Carnivores, herbivores, omnivores

Meat, plants

(Common parts/structures of animals)

(Names of animals that can be found in the school grounds)

(Names of animals that the children keep as pets)

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles and mammals, and including pets).

Identify, name draw and label the basic parts of the human body and say which parts of the body is associated with each sense.

Year group

2

All living things and their habitats  

Uses of everyday materials  

Animals including humans         

Plants                 

Learning Expectations

Key Vocabulary

Explore and compare the differences between things that are living, dead, and things that have never been alive

Habitat, micro habitat

Pond, meadow, log pile, woodland, river, lake, beach, cliff

Organism – plant, animal

Trees - deciduous, evergreen, ash, birch, beech, rowan, common lime, oak, sweet chestnut, horse chestnut, apple, willow, sycamore, fir, pine , holly, etc

Wild flowering plants - cleavers, coltsfoot, daisy, dandelion, garlic mustard, mallow, mugwort, plantain, red clover, self heal, shepherd’s purse, sorrel, spear thistle, white campion, white deadnettle and yarrow.

Garden plants – crocus, daffodil, bluebells, etc

Parts of plants – roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs

Invertebrates – snail, slug, woodlouse, spider, beetle, fly, etc

Pond animals – pond skater, water slater, ramshorn snail, pond snail, leech, common frog, smooth newt, etc

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 on each other.

Identify and name a variety of plants and animals in their habitats, including micro-habitats

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.

Learning Expectations

Key Vocabulary

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

Types of materials: wood, plastic, glass, metal, water, rock, brick, fabric, sand, paper, flour, butter, milk, soil

Properties of materials:  hard/soft, stretchy/not stretchy, shiny/dull, rough/smooth, bendy/not bendy, transparent/not transparent, sticky/not sticky

Verbs associated with materials: crumble, squash, bend, stretch, twist

Senses: touch, see, hear, smell and taste

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

Learning Expectations

Key Vocabulary

Notice that animals, including humans, have offspring which grow into adults

Classification - Birds, fish, amphibians, reptiles, mammals and invertebrates

Classification - Carnivores, herbivores, omnivores

Stages of growth of many insects – egg, larva, pupa, adult

Names of some invertebrates – ladybirds, butterflies, dragonflies, etc

Names of some amphibians – smooth newt, common frog, toad

Stages of life –baby, toddler, child, teenager, adult

Life processes – growth, nutrition (feeding), respiration (breathing is part of this)

Hygiene – clean, wash, germs

Foods – healthy, grow, strong, energy

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

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

Learning Expectations

Key Vocabulary

Observe and describe how seeds and bulbs grow into mature plants

Trees - deciduous, evergreen, ash, birch, beech, rowan, common lime, oak, sweet chestnut, horse chestnut, apple, willow, sycamore, fir, pine , holly, etc

Wild flowering plants - cleavers, coltsfoot, daisy, dandelion, garlic mustard, mallow, mugwort, plantain, red clover, self heal, shepherd’s purse, sorrel, spear thistle, white campion, white deadnettle and yarrow.

Garden plants – crocus, daffodil, bluebells, etc

Parts of plants – roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs

Need of plants – water, light, heat, temperature

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

Year group

3

Forces and magnets  

Light        

    Rocks        

   Animals including humans 

     Plants      

Learning Expectations

Key Vocabulary

Compare how things move on different surfaces

Magnets – bar and horseshoe

Attract, repel

North and south poles

Magnetic

Magnetic field

Notice that some forces need contact between two objects, but 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

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

Learning Expectations

Key Vocabulary

Recognise that they need light in order to see things and that dark is the absence of light

Simple comparisons: dark, dull, bright, very bright

Comparative vocabulary: brighter, duller, and darker

Superlative vocabulary: brightest, dullest, and darkest

Opaque, translucent, transparent

Shadow – block, absence of light

Reflect – bounce, mirror, reflection

See – light source

Sun – sunset, sunrise, position

Notice that light is reflected from surfaces

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

Recognise that shadows are formed when the light from a light source is blocked by a solid object

Find patterns in the way that the sizes of shadows change.

Learning Expectations

Key Vocabulary

Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Names of rocks – Chalk, limestone, granite, basalt, sandstone, flint, slate, shale, marble

Types of rock – Sedimentary, metamorphic, igneous

Types of minerals – Calcite, feldspar, topaz, diamond, talc, corundum

Properties of rocks – Hard/soft, permeable/impermeable

Processes – Heat, pressure, erosion, transportation, deposition, melt, solidify

Size of rocks – Grain, pebbles

Rock describing words – Crystals, layers

Early areas of land – Gondwana, Pangea

Land formations – Plates, volcanoes, mountains, valleys

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognise that soils are made from rocks and organic matter.

Learning Expectations

Key Vocabulary

Identify 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

Nutrition

Diet

Vitamins, minerals, fats, proteins and carbohydrates

Functions of skeletons – protect, support and aid movement

Identify that humans and some animals have skeletons and muscles for support, protection and movement.

Learning Expectations

Key Vocabulary

Identify and describe the functions of different parts of plants; roots, stem, leaves and flowers.

Trees - deciduous, evergreen, ash, birch, beech, rowan, common lime, oak, sweet chestnut, horse chestnut, apple, willow, sycamore, fir, pine , holly, etc

Wild flowering plants - cleavers, coltsfoot, daisy, dandelion, garlic mustard, mallow, mugwort, plantain, red clover, self heal, shepherd’s purse, sorrel, spear thistle, white campion, white deadnettle and yarrow.

Garden plants – crocus, daffodil, bluebells, etc

Parts of plants – roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs

Parts of a flower – petal, stamen (anther + filament), carpel (stigma + style + ovary + ovule)

Processes – pollination, fertilisation, germination

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 ways in which water is transported within plants.

Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Year group

4

Sound         

Light                   

Rocks             

Animals including humans            

            Plants           

Learning Expectations

Key Vocabulary

Compare how things move on different surfaces

Magnets – bar and horseshoe

Attract, repel

North and south poles

Magnetic

Magnetic field

Notice that some forces need contact between two objects, but 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

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

Learning Expectations

Key Vocabulary

Recognise that they need light in order to see things and that dark is the absence of light

Simple comparisons: dark, dull, bright, very bright

Comparative vocabulary: brighter, duller, and darker

Superlative vocabulary: brightest, dullest, and darkest

Opaque, translucent, transparent

Shadow – block, absence of light

Reflect – bounce, mirror, reflection

See – light source

Sun – sunset, sunrise, position

Notice that light is reflected from surfaces

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

Recognise that shadows are formed when the light from a light source is blocked by a solid object

Find patterns in the way that the sizes of shadows change.

Learning Expectations

Key Vocabulary

Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Names of rocks – Chalk, limestone, granite, basalt, sandstone, flint, slate, shale, marble

Types of rock – Sedimentary, metamorphic, igneous

Types of minerals – Calcite, feldspar, topaz, diamond, talc, corundum

Properties of rocks – Hard/soft, permeable/impermeable

Processes – Heat, pressure, erosion, transportation, deposition, melt, solidify

Size of rocks – Grain, pebbles

Rock describing words – Crystals, layers

Early areas of land – Gondwana, Pangea

Land formations – Plates, volcanoes, mountains, valleys

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognise that soils are made from rocks and organic matter.

Learning Expectations

Key Vocabulary

Identify 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

Nutrition

Diet

Vitamins, minerals, fats, proteins and carbohydrates

Functions of skeletons – protect, support and aid movement

Identify that humans and some animals have skeletons and muscles for support, protection and movement.

Learning Expectations

Key Vocabulary

Identify and describe the functions of different parts of plants; roots, stem, leaves and flowers.

Trees - deciduous, evergreen, ash, birch, beech, rowan, common lime, oak, sweet chestnut, horse chestnut, apple, willow, sycamore, fir, pine , holly, etc

Wild flowering plants - cleavers, coltsfoot, daisy, dandelion, garlic mustard, mallow, mugwort, plantain, red clover, self heal, shepherd’s purse, sorrel, spear thistle, white campion, white deadnettle and yarrow.

Garden plants – crocus, daffodil, bluebells, etc

Parts of plants – roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs

Parts of a flower – petal, stamen (anther + filament), carpel (stigma + style + ovary + ovule)

Processes – pollination, fertilisation, germination

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 ways in which water is transported within plants.

Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Year group

5

Animals including humans         

Earth and Space          

Forces          

Properties and changes of materials  

All living things               

Learning Expectations

Key Vocabulary

Describe the changes as humans develop from birth to old age.

Gestation          Fetus          Fertilisation    Species

Baby         Toddler         Adolescent         Adult         Elderly person

Puberty          Hormones  Pituitary gland          Testosterone          Estrogen

Learning Expectations

Key Vocabulary

To be able to describe the movement of the Earth, and other planets, relative to the Sun in the solar system.

Day and night - Earth, axis, rotate

Solar system – Star = Sun, Planets = Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune (Pluto was classified as Dwarf planet in 2006)

Phases of the Moon - full moon, gibbous moon, half moon, crescent moon, new moon, waxing ,waning

Moon’s orbit: 29.5 days, lunar month

Orbit, planets, revolve, sphere

To be able to describe the Sun, Earth and Moon as approximately spherical bodies.

To be able to describe the movement of the Moon relative to the Earth.

To be able to use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky.

Learning Expectations

Key Vocabulary

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

Types of forces: gravity, friction, air resistance, upthrust, weight

Measuring forces: Newton meter, Newtons (N)

Particles

Surface area

Push, pull

Balance

Mass – grams and kilograms

Mechanical devices – gears, levers, pulleys, springs

Identify the effects of air resistance, water resistance and friction, that act between moving surfaces

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

Learning Expectations

Key Vocabulary

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

Thermal conductivity – thermal conductor, thermal insulator

Electrical conductivity – electrical conductor, electrical insulator

Dissolving – Solvent, solution, solute, soluble, insoluble, solid, liquid, particles, suspensions

Separating materials – Sieve, filter, evaporate, condense

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

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

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Demonstrate that dissolving, mixing and changes of state are reversible changes

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.

Learning Expectations

Key Vocabulary

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Animals – amphibians, reptiles, birds, mammals, insects, fish

Animal development – egg, larva, pupa, nymph, adult, metamorphosis

Parts of a flower – petal, stamen (anther + filament), carpel (stigma + style + ovary + ovule)

Processes – pollination, fertilisation, germination

Describe the life process of reproduction in some plants and animals

Year group

6

All living things         

Evolution and inheritance       

Electricity                       

Light          

Animals including humans     

Learning Expectations

Key Vocabulary

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

Classification

Vertebrate, invertebrate

Kingdoms: animal, plant, ‘micro-organism’

Classes: amphibian, reptile, bird, mammal,

Scales, feathers

Flowering plant, non-flowering plant

Give reasons for classifying plants and animals based on specific characteristics

Learning Expectations

Key Vocabulary

To be able 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.

To be able to identify scientific evidence that has been used to support or refute ideas or arguments.

Evolution, evolve

Natural selection

Survival

Reproduction

Offspring, parents, siblings

Environment

Variation

Fossils; ammonites, belemnites, micrasters, etc

To be able to recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.

To be able to identify how animals are adapted to suit their environment in different ways and that adaptation may lead to evolution.

To be able to plan an enquiry that will answer a question.

To be able to record data in a table.

To be able to measure with a data logger.

To be able to present findings from an enquiry.

Learning Expectations

Key Vocabulary

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

Electricity, Volts

Series circuit

Components: battery, bulb (lamp), bulb (lamp) holder, buzzer, crocodile clip, leads, wires, switch

Describing words: brighter, duller, slow, fast, quiet, loud

Conductor, insulator

Resistance

Effects of electricity: Light, sound, movement, heat

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

Use recognised symbols when representing a simple circuit in a diagram.

Learning Expectations

Key Vocabulary

Recognise that light appears to travel in straight lines

Simple comparisons: dark, dull, bright, very bright

Comparative vocabulary: brighter, duller, and darker

Superlative vocabulary: brightest, dullest, and darkest

Opaque, translucent, transparent

Shadow – block, absence of light

Reflect – bounce, mirror, reflection

See – light source

Sun – sunset, sunrise, position

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

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

Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Learning Expectations

Key Vocabulary

Identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood

Circulatory system – heart, blood, veins, arteries, pulse, clotting

Diet – balanced, vitamins, minerals, proteins, carbohydrates, sugars, fats

Drugs – caffeine, nicotine, alcohol, cannabis, cocaine, heroine

Lifestyle – healthy

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.