Science

Vision

At Village Primary school we strive to broaden children’s scientific views of the world around them. Meaningful links are made to Global Goals and the UNICEF Rights of the Child where relevant. We encourage curiosity and exploration about relevant and challenging scientific concepts.  Children are taught to ask questions and use their observations and ideas to suggest answers to these questions.  Real life experiences are a fundamental element of the curriculum and links are made to careers in science, scientific inventions and scientists to ensure children are aware of the place of science in the wider world.  Through practical lessons, our learning is full of discovery and we provide opportunities for exploration and investigation about the universe we live in.  Our curriculum is a combination of scientific knowledge, understanding and enquiry skills.  We ensure that children are equipped to make links with our classroom experiences and jobs in the real world.  Each and every year group is on a scientific skills journey that is rich in vocabulary and always hands on.

 

Science – Curriculum Map

Each lesson will include the teaching of scientific knowledge and the development of a skill.  Lessons will be practical and hands on using real life equipment where possible.

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

 Everyday Materials

Global Goal 9 and 12

 

Seasonal changes

Weather

Global Goal 13

 Animals including Humans

Article 33

Global Goal 12

Seasonal changes

Weather

Global Goal 13

Plants

Article 24 and 27

Global Goal 11 and 15

Seasonal changes

Weather

Global Goal 13

 

 

·         Distinguish between the object and the material from which it is made

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

·         Perform simple tests to test the properties of the materials  

 

 

·         Observe changes across the four seasons

·         Observe and describe weather associated with the seasons and how day length varies.

·         Observe Autumn  weather closely using simple equipment

 

 

·         Identify and name a variety of common animals and group them into carnivores, omnivores and herbivores

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

·         Classify and identify animals including humans

 

 

·         Observe changes across the four seasons

·         Observe and describe weather associated with the seasons and how day length varies.

·         Ask simple questions and recognise that they can be answered in different ways.

 

·         Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.

·         Identify and describe the basic structure of a variety of common flowering plants, including trees

·         Use observations and ideas to suggest answers to questions

 

 

·         Observe changes across the four seasons

·         Observe and describe weather associated with the seasons and how day length varies.

·         Gathering and recording data to help answer questions

 

 

 

 

 

Year 2

 

Use of everyday materials

Global Goal 9 and 12

 

 

Use of everyday materials

Global Goal 9 and 12

 

Animals including Humans

Article 33

Global Goal 12

 

Plants

Article 24 and 27

Global Goal 11 and 15

Living things and their habitats

Global Goal 13, 14 and 15

Article 4

Living things and their habitats

Global Goal 13, 14 and 15

Article 4

 

·         Know a variety of different everyday materials and name them. ·

·         Know the properties of everyday materials using scientific vocabulary  

·         Be able to compare everyday materials and test their properties.

 

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

·         Find out about and describe the basic needs of animals including humans for survival (water, food, air) and explore the benefits of a healthy lifestyle and good hygiene

·         Perform simple tests and gather and record data to answer questions

·         Name the parts of a plant. 

·         Know what a plant needs to live. ·

·         Be able to observe and record the growth of a plant.

 

 

 

 

 

·         Know that some animals are nocturnal. ·

·         Know that animals live in different habitats. ·

·         Be able to complete a simple food chain.

 

Skills

KS1

·         Record simple data.

·         Carry out simple tests.

·         Talk about what they have found and why.

·         Identifying and classifying.

·         Explore the world around them and raise their own simple questions.

·         Asks people questions.

·         Observe closely using simple equipment.  With help, observe changes over time.

·         Experience different types of scientific enquiries including practical activities.

·         Use simple measurements and equipment (hand lenses, egg timers to gather data)

·         With help they should record and communicate their findings in a range of ways and begin to use scientific language.

·         Begin to recognise different ways in which they might answer scientific questions.

 

Year 3

 

Magnets

Article 31

 

Rocks

Article 13

Global Goals 14 and 15

Plants

Article 24 and 27

Global Goal 11 and 15

Forces

Global Goal 9

Light

Article 6, 24 and 27

Global Goal 1, 7, 11 and 13

Animals including Humans

Global Goal 11

Article 8 and 24

 

·         Observe how magnets attract or repel each and attract some materials and not others. Describe magnets as having two poles.

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

·         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.  

 

 

 

 

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

·         Recognise that soils are made from rocks and organic matter and describe in simple terms how fossils are formed when things that have lived are trapped within rock.

·         Gather, record, classify and present data in a variety of ways to help in answering questions

·         Identify and explore the different parts of flowering plants and know the functions of each part. Explore the requirements of plant for life and growth.

·         Explore the part that flowers play in the lifecycle of flowering plants including pollination, seed formation and seed dispersal

·         Investigate the way in which water is transported within plants.

 

 

 

 

 

·         Compare how things move on different surfaces

·         Notice that some forces need contact between two objects but magnetic forces can act at a distance

·         Use straightforward scientific evidence to answer question or to support their findings

 

 

 

 

 

 

·         Notice that light is reflected from surfaces and notice that shadows are formed when the light from a light source is blocked by a solid object.

·         Recognise that light form the sun can be dangerous and that there are ways to protect your eyes.

·         Find patterns in the way that the size of shadows change

 

 

 

 

 

 

 

 

·         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.

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

·         Record findings using simple scientific language, drawings, labelled diagrams, keys bar charts and tables.

Year 4

States of Matter/The Water Cycle

Article 24

Global Goal 6

Electricity

Global Goal 9 and 11

 

 

 

Animals, including humans – teeth and digestion

Article 6 and 24

Global Goal 3

 

Sound

Article 13 and 31

 

Animals including humans – food chains

Global Goal 11

Article 8

Living things and their habitats

Global Goal 13, 14 and 15

Article 4

 

·         Compare and group materials together according to whether they are solids, liquids or gases and observe that some materials change state when heated or cooled.

·         Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

·         Make systematic and careful observations taking accurate measurements using standard units using a range of equipment including thermometers and data loggers.

 

 

 

·         Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.

·         Know when a circuit is complete and the components that influence this. Recognise that a switch opens and closes a circuit.

·         Set up simple practical enquires, comparative and fair tests.

·         Describe the simple functions of the basic parts of the digestive system in humans

·         Identify the different types of teeth in humans and their simple functions

·         Ask relevant questions and use different types of scientific enquiries to answer them.

·         Identify how sounds are made associating some of them with something vibrating and recognise that vibrations from sounds travel through a medium to the ear.

·         Find patterns between the pitch of a sound and the strength of the vibrations that produced it.

·         Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.

·         Construct and interpret a variety of food chains

·          Identify produced, predators and prey.

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

·         Recognise that living things can be grouped in a variety of ways

·         Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. Know that these environments can change and pose danger to living things

·         Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables

Skills

Lower KS2

·     Asking relevant questions and using different types of scientific enquiries to answer them

·     Setting up simple practical enquiries, comparative and fair tests

·     Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

·     Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

·     Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

·     Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

·     Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

·     Identifying differences, similarities or changes related to simple scientific ideas and processes

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

Year 5

 

Properties of Materials

Global Goal 9 and 12

 

 

Changes in Materials

Global Goal 11 and 13

Earth and Space

Global Goal 9

Article 30

Earth and Space

Global Goal 9

Article 30

Forces

Global Goal 9

 

Animals, including humans

Living things and their habitats

Global Goal 13, 14 and 15

Article 4

 

·         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 

·         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 

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

·         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.

 

 

·         Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. 

·         Describe the movement of the Earth, and other planets, relative to the Sun in the solar system  describe the movement of the Moon relative to the Earth

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

 

 

 

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

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

·         Planning different types of scientific enquires to answer questions including, recognising and controlling variable where necessary.

·         Describe the changes as humans develop to old age

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

·         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

 

 

Year 6

Electricity

Global Goal 11 and 12

 Animals including humans

Article 33

Global Goal 12

 

Living things and their habitats

Global Goal 13, 14 and 15

Article 4

Evolution and inheritance

Article 14 and 30

Global Goals 14 and 15

Light

Article 6, 24 and 27

Global Goal 1, 7, 11 and 13

 

We are scientists working scientifically

Children to make their own links to global goals and UNICEF rights of the child

 

 

 

·         I know that the brightness of a bulb is associated with the voltage of cells in a circuit

·         Compare and give reasons for variations in how components function, including the brightness of bulbs and the loudness of buzzers.

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

·         Identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood as well as how nutrients are transported

·         Recognise the impact of diet, exercise, lifestyle and drugs on the way their bodies function.

·         Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables and bar/line graphs.

·         Describe and classify living things into broad groups according to observable characteristics and based on similarities and differences

·         Give reasons for classifying certain animals and plants based on specific characteristics

·         Report and present findings from enquiries including explanations of results in oral and written forms.

·         Recognise that living things have changed over time and that fossils provide information about living things that inhabited the earth millions of years ago.

·         Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

·         Identify scientific evidence that has been used to support or refute ideas or arguments

 

Charles Darwin, Alfred Wallace and Mary Anning

·         Recognise that light appears to travel in straight lines and use this idea 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 our eyes

·         Plan different types of scientific enquiries to answer questions including recognising and controlling variables where necessary 

·         I can 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 (project presentation)

 

Skills

Upper KS2

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

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

·     Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

·     Using test results to make predictions to set up further comparative and fair tests

·     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

·     Identifying scientific evidence that has been used to support or refute ideas or arguments.

 

 

Year 1 Programme of Study – Science

Animals, including humans

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

·   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 (fish, amphibians, reptiles, birds and mammals, including pets)

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

Seasonal Change*

·   observe changes across the four seasons

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

Plants

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

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

Everyday Materials

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

·   identify and name a variety of everyday materials, including wood, plastic, glass, metal, 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 simple physical properties.

 

Working scientifically

Year 1

 

This should not be taught as discrete lessons, but skills embedded through practical teaching of the Programme of Study content.

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

·     observing closely, using simple equipment

·     performing simple tests

·     identifying and classifying

·     using their observations and ideas to suggest answers to questions

·     gathering and recording data to help in answering questions.

 

 

 

 

 

 

 

 

 

 * Seasonal Change – is identified in NC for year 1. Switched on Science gives Seasonal Changes activities for both Year 1 & 2 as additional activities for each month of the year. KS1 staff may need to plan activities to ensure full coverage of the seasons without unnecessary repetition of activities.

 

Year 2 Programme of Study – Science

Uses of everyday materials

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

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

Living things and their habitats

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

·   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.

Plants

·   observe and describe how seeds and bulbs grow into mature plants

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

Animals, including humans

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

·   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.

 

Working scientifically

Year 2

 

This should not be taught as discrete lessons, but skills embedded through practical teaching of the Programme of Study content.

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

·     observing closely, using simple equipment

·     performing simple tests

·     identifying and classifying

·     using their observations and ideas to suggest answers to questions

·     gathering and recording data to help in answering questions.

 

 

 

 

 

 

 

 

 

 

Seasonal Change*

·   observe changes across the four seasons

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

* Seasonal Change – is identified in NC for year 1. Switched on Science gives Seasonal Changes activities for both Year 1 & 2 as additional activities for each month of the year rather than a unit of work. KS1 staff may need to plan activities to ensure full coverage of the seasons without unnecessary repetition of activities.

 

Year 3 Programme of Study

Plants

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

·  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 way in which water is transported within plants

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

Animals, including humans

·  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

·  identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Forces and Magnets

·  compare how things move on different surfaces

·  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.

Rocks

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

·  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.

Light

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

·  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 an opaque object

·  find patterns in the way that the size of shadows change.

 

Working scientifically

Year 3

 

This should not be taught as discrete lessons, but skills embedded through practical teaching of the Programme of Study content.

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

·     setting up simple practical enquiries, comparative and fair tests

·     making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

·     gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

·     recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

·     reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

·     using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

·     identifying differences, similarities or changes related to simple scientific ideas and processes

·     using straightforward scientific evidence to answer questions or to support their findings.

Year 4 Programme of Study

 

Animals, including humans

·   describe the simple functions of the basic parts of the digestive system in humans

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

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

 

States of matter

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

·   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)

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

 

Electricity

·   identify common appliances that run on electricity

·   construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

·   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

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

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

 

Sound

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

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

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

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

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

 

Living things and their habitats

·   recognise that living things can be grouped in a variety of ways

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

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

 

 

Working scientifically

Year 4

 

This should not be taught as discrete lessons, but skills embedded through practical teaching of the Programme of Study content.

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

·     setting up simple practical enquiries, comparative and fair tests

·     making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

·     gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

·     recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

·     reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

·     using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

·     identifying differences, similarities or changes related to simple scientific ideas and processes

·     using straightforward scientific evidence to answer questions or to support their findings.

 

Year 5 Programme of Study

Living things and their habitats

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

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

Animals, including humans

·  describe the changes as humans develop to old age.

Forces

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

·  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.

Earth and Space

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

·  describe the movement of the Moon relative to the Earth

·  describe the Sun, Earth and Moon as approximately spherical bodies

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

Properties and changes of materials

·  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

·  know 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

·  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.

 

Working scientifically

Year 5

 

This should not be taught as discrete lessons, but skills embedded through practical teaching of the Programme of Study content.

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

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

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

·     using test results to make predictions to set up further comparative and fair tests

·     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

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

 

 

Year 6 Programme of Study

Electricity

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

·  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.

Light

·  recognise that light appears to travel in straight lines

·  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.

Living things and their habitats

·  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

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

Evolution and Inheritance

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

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

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

Animals, including humans

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

·  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.

 

Working scientifically

Year 6

 

This should not be taught as discrete lessons, but skills embedded through practical teaching of the Programme of Study content.

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

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

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

·     using test results to make predictions to set up further comparative and fair tests

·     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

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