Year 1
The modules may be taught in any order. Information will be included on the class newsletter.
Year Group |
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1 |
Seasonal change |
Everyday materials |
Plants |
Animals including humans |
Seasonal Change:
Throughout the year the children will experience the different seasons and record the changes.
Learning Expectations
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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. |
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To able to perform simple tests. |
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To be able to observe closely, using simple equipment. |
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To be able to gather data to answer a question. |
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To be able to observe and describe how day length varies. |
Everyday Materials
Learning Expectations
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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. |
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Describe the simple physical properties of a variety of everyday materials. |
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Compare and group together a variety of everyday materials on the basis of their physical properties. |
Plants
Learning Expectations
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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. |
Animals Including Humans
Learning Expectations
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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. |
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Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles and mammals, and including pets). |
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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 2
The modules may be taught in any order. Information will be included on the class newsletter.
Year group |
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2 |
All living things and their habitats |
Uses of everyday materials |
Animals including humans |
Plants |
All Living Things
Learning Expectations
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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. |
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Identify and name a variety of plants and animals in their habitats, including micro-habitats |
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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. |
Uses of Everyday Materials
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. |
Animals Including Humans
Learning Expectations
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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) |
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Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. |
Plants
Learning Expectations
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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 3
The modules may be taught in any order. Information will be included on the class newsletter.
Year group |
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3 |
Forces and magnets |
Light |
Rocks |
Animals including humans |
Plants |
Forces and Magnets
Learning Expectations
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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 |
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Observe how magnets attract or repel each other and attract some materials and not others |
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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 |
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Describe magnets as having two poles |
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Predict whether two magnets will attract or repel each other, depending on which poles are facing. |
Light
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 |
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Recognise that light from the sun can be dangerous and that there are ways to protect their eyes |
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Recognise that shadows are formed when the light from a light source is blocked by a solid object |
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Find patterns in the way that the sizes of shadows change. |
Rocks
Learning Expectations
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Key Vocabulary |
Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
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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 |
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Recognise that soils are made from rocks and organic matter. |
Animals including Humans
Learning Expectations
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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. |
Plants
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. |
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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 |
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Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal |
Year 4
The modules may be taught in any order. Information will be included on the class newsletter.
Year group |
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4 |
Sound |
Light |
Rocks |
Animals including humans |
Plants |
Forces and Magnets
Learning Expectations
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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 |
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Observe how magnets attract or repel each other and attract some materials and not others |
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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 |
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Describe magnets as having two poles |
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Predict whether two magnets will attract or repel each other, depending on which poles are facing. |
Light
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 |
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Recognise that light from the sun can be dangerous and that there are ways to protect their eyes |
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Recognise that shadows are formed when the light from a light source is blocked by a solid object |
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Find patterns in the way that the sizes of shadows change. |
Rocks
Learning Expectations
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Key Vocabulary |
Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
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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 |
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Recognise that soils are made from rocks and organic matter. |
Animals including Humans
Learning Expectations
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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. |
Plants
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. |
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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 |
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Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal |
Year 5
The modules may be taught in any order. Information will be included on the class newsletter.
Year group |
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5 |
Animals including humans |
Earth and Space |
Forces |
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Properties and changes of materials |
All living things |
Animals Including Plants
Learning Expectations
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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 |
Earth and Space
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. |
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To be able to describe the movement of the Moon relative to the Earth. |
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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. |
Forces
Learning Expectations
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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 |
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Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. |
Properties and Changes of Materials
Learning Expectations
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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 |
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Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating |
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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 |
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Demonstrate that dissolving, mixing and changes of state are reversible changes |
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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. |
All Living Things
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
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Describe the life process of reproduction in some plants and animals |
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Year 6
The modules may be taught in any order. Information will be included on the class newsletter.
Year group |
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6 |
All living things |
Evolution and inheritance |
Electricity |
Light |
Animals including humans |
All Living Things
Learning Expectations
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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 |
Evolution and Inheritance
Learning Expectations
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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. |
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To be able to identify how animals are adapted to suit their environment in different ways and that adaptation may lead to evolution. |
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To be able to plan an enquiry that will answer a question. |
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To be able to record data in a table. |
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To be able to measure with a data logger. To be able to present findings from an enquiry. |
Electricity
Learning Expectations
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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 |
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Use recognised symbols when representing a simple circuit in a diagram. |
Light
Learning Expectations
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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 |
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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 |
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Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them |
Animals Including Humans
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 |
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Describe the ways in which nutrients and water are transported within animals, including humans. |