Science long term plan CNR

2
Subject: TERM PLAN SCIENCE UPDATED MARCH 2020
AUTUMN TERM
ONE
AUTUMN TERM
TWO
SPRING TERM
ONE
SPRING TERM
TWO
SUMMER TERM
ONE
SUMMER TERM
TWO
KS1
Cycle A
SCIENCE
MATERIALS
Investigating suitability &
How solids can change
with shaping
SCIENCE
PLANTS
planting bulbs for spring-
observe over time
SCIENCE
LIVING THINGS AND
THEIR HABITATS
Identifying habitats and
the basic needs of living
things
Food sources & simple
food chains
SCIENCE
PLANTS
What do plants need to
grow?
Growing
sunflowers/seeds
SCIENCE
ANIMALS, INCLUDING
HUMANS
Parts of the human body
Developing babies to
adults (including
animals)
SCIENCE
ANIMALS, INCLUDING
HUMANS
Identifying and naming
common animals
Identify animals that are
herbivores, carnivores&
omnivores
KS1
Cycle B
SCIENCE
MATERIALS
Compare & Group
Distinguishing different
materials & properties
SCIENCE
SEASONS
Changes across
seasons & weather
changes (autumn &
winter)
Length of day changes
SCIENCE
ANIMALS INCLUDING
HUMANS
Basic needs for survival
& Exercise
SCIENCE
SEASONS
Changes across
seasons & weather
changes (spring)
Hot & cold places
SCIENCE
ANIMALS INCLUDING
HUMANS
Differences between
living & dead
Comparing the structure
of animals
SCIENCE
SEASONS
Changes across
seasons & weather
changes (summer)
Compare clothes &
activities between winter
& summer)

3
LKS2
Cycle A
SCIENCE
ANIMALS INCLUDING
HUMANS
Skeletons & Muscles
Food & Nutrition
SCIENCE
ANIMALS INCLUDING
HUMANS
Food chains
Producers, predators &
prey
SCIENCE
STATES OF MATTER
(Solids, liquids &
gasses)
Heating & Cooling
Materials
WATER CYCLE
SCIENCE
ELECTRICITY
What uses electricity
Circuits, symbols,
switches & buzzers
Insulators & conductors
SCIENCE
SOUND
Patterns & Vibrations
Volume & pitch
SCIENCE
LIGHT
Light & Shadows
Sun protection
LKS2
Cycle B
SCIENCE
ROCKS, SOILS &
FOSSILS
Comparing & grouping
Soils & organic matter
Fossils
SCIENCE
FORCES & MAGNETS
Friction
Attract & repel/poles
Every day materials &
magnets
SCIENCE
ANIMALS INCLUDING
HUMANS: TEETH
Visit from Heath Team
Teeth & their functions
SCIENCE
ANIMALS INCLUDING
HUMANS: DIGESTION
Simple functions of the
human digestive system
SCIENCE
PLANTS: GROWTH &
VARIATION
Visit outside school:
Bring Yer Wellies
Exploring the needs of
different pants &
variation
SCIENCE
HABITATS &
CHANGING
ENVIRONMENTS
Classifying
environments &
Dangers when
environments change
UKS2
Cycle A
SCIENCE
PROPERTIES AND
CHANGES OF
MATERIALS
Separation of materials
Reversible and
irreversible changes
SCIENCE
PROPERTIES AND
CHANGES OF
MATERIALS
Exploring, comparing &
grouping materials
Irreversible changes
SCIENCE
ELECTICITY
Use of symbols
Variation of components
Exploring & Identifying
Effects
SCIENCE
ANIMALS INCLUDING
HUMANS
Circulatory System
Transportation of
Nutrients
SCIENCE
ANIMALS INCLUDING
HUMANS
Exploring how to keep
our bodies healthy and
how our bodies might be
damaged
Exploring the work of
Scientists
Explore stages in growth
& development
SCIENCE
LIVING THINGS &
THEIR HABITATS
Describing life cycles.
Observing & comparing
Comparing reproduction
sexual & asexual
Study of David
Attenborough’s work

4
UKS2
Cycle B
SCIENCE
LIVING THINGS &
THEIR HABITATS
Classification systems in
detail
Reasons for
classification
Carl Linnaeus
Louis Pasteur
SCIENCE
EARTH & SPACE
The movement of moon
& earth
Explaining day & night
Time zones across the
earth
Model of solar system
SCIENCE
LIGHT
Exploring how light
behaves
SCIENCE
FORCES
Understanding gravity
Isaac Newton
Effects of water & air
resistance
SCIENCE
FORCES
Exploring:
Effects of friction
&
mechanisms
SCIENCE
EVOLUTION &
INHERITANCE
How living things have
changed over time
Variation in offspring
Observe & question
animals
Adaptation

5
Years: 2018-2019 Cycle A 2019-2020 Cycle B 2020-2021 Cycle A 2021-2022 Cycle B 2022-2023 Cycle A
2023-2024 Cycle B 2024-2025 Cycle A 2025-2026 Cycle B 2026-2027 Cycle A 2027-2028 Cycle B
NATIONALCURRICULUM FOR SCIENCE
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.
SCIENCE: Aims The national curriculum for science aims to ensure that all pupils:
 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.
SCIENCE PROGRESSION EYFS SCIENCE PROGRESSION KS1 SCIENCE PROGRESSION LKS2 SCIENCE PROGRESSION UKS2
EYFS KS1
Working Scientifically including;
QEP-Questioning, enquiring &
planning
OM- Observing,& measuring
I- Investigating
RR- Recording & reporting findings
IGC- Identifying, grouping &
classifying
C- Conclusions
U- Understanding
V- Vocabulary
P- Plants
AH - Animals including Humans
M- Materials
LTH-Living Things & Their Habitats
F- Forces
LE - Light & Electricity
O-Other
LKS2
Working Scientifically
including;
planning
OM- Observing, measuring (&
pattern seeking)
I- Investigating
classifying
C- Conclusions
U- Understanding
V- Vocabulary
P- Plants
M- Materials
F- Forces
O-Other
UKS2
including;
planning
OM- Observing, measuring (&
pattern seeking)
I- Investigating
classifying
C- Conclusions
U- Understanding
V- Vocabulary
P- Plants
M- Materials
F- Forces
O-Other

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National Curriculum: Working
Scientifically
-Ask simple questions and understand
that they can be answered in different
ways.
-Observe closely, using simple
equipment.
-Perform simple tests.
-Identify and classify living and non- living
things.
-Use observations and ideas to suggest
answers to questions.
-Gather and record data to help in
answering questions
-Ask simple questions and understand
that they can be answered in different
ways.
Scientifically
-Ask relevant questions and using
different types of scientific enquiries to
answer them.
-Set up simple practical enquiries,
comparative and fair tests.
-Make organised and careful
observations and, where appropriate,
take accurate measurements using
standard units, using a range of
equipment, including thermometers and
data loggers.
-Record findings using simple scientific
language, drawings, labelled diagrams,
keys, bar charts, and tables.
-Report on findings from enquiries,
including oral and written explanations,
displays or presentations of results and
conclusions.
-Use results to draw simple conclusions,
make predictions for new values, suggest
improvements and ask further questions.
-Identify differences, similarities or
changes related to simple scientific ideas
and processes.
-Use simple scientific evidence to answer
questions or to support their findings.
Scientifically
-Plan different types of scientific
enquiries to answer questions, including
recognising and controlling variables
where necessary.
-Take measurements, using a range of
scientific equipment, with increasing
accuracy, taking repeat readings when
appropriate.
-Record data and results of increasing
complexity using scientific diagrams and
labels, classification keys, tables, scatter
graphs, bar and line graphs.
-Use test results to make predictions to
set up further comparative and fair tests.
-Report and present findings from
enquiries in oral and written forms such
as displays and other presentations. This
includes drawing conclusions and
explaining how things happen and how
far I trust the results found.
-Identify scientific evidence that has been
used to support or refute ideas or
arguments
planning
1. I can ask simple questions about the
world around us.
2. I can begin to use different types of
enquiry to answer questions.
planning
1. I can ask some relevant questions
about the world around us.
2. I can use some different types of
scientific enquiry to answer questions
3. I can begin to decide which type of
enquiry is best to answer my
question.
planning
1. I can explore ideas and ask my own
questions about scientific
phenomena.
2. I can plan different types of scientific
enquiry to answer questions.
3. I can decide which variables to
control.

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OM-Observing, measuring
1. I can observe changes over time.
2. I can say what I am looking for and
what I am measuring.
3. I can measure with non- standard
units and can begin to use simple
standard units eg, mm, cm, m, ml, l ,
ºC
4. I can use simple equipment eg hand
lenses, egg timers.
I-Investigating
1. I can begin to perform simple tests
2. I can begin to discuss my ideas.
3. I can begin to say what happened in
an investigation
RR-Recording & reporting findings
1. I can collect simple data.
2. I can record data in a table my
teacher has provided.
3. I can communicate my findings in a
variety of ways.
IGC-Identifying, grouping &
classifying
1. I can begin to identify a variety of
objects, materials and living things.
2. I can begin to compare, sort and
group a range of objects, materials
and living things.
C-Conclusions
1. I can talk about what I have found
out.
1. I can make careful observations and
explain my findings.
2. I can decide what to observe and
how long to collect observations.
3. I can take accurate measurements
using standard units eg. mm, cm, m,
ml, l, ºC, seconds, minutes,
4. I can decide which equipment to use
and can use new equipment
I-Investigating
1. I can begin to set up simple practical
enquiries. Including comparative and
fair tests.
2. I can help decide which variables to
keep the same and which to change.
1. I can collect data in a variety of ways,
including labelled diagrams, bar
charts and tables.
2. I can help decide how to record data.
3. I can communicate findings using
simple scientific language
classifying
1. I can talk about and identify
differences and similarities in the
properties or behaviour of living
things, materials and other scientific
phenomena.
2. I can identify simple changes related
to simple scientific phenomena.
1. I can make systematic and careful
observations and explain and record.
2. I can make accurate and precise
measurements.
3. I can decide what to observe, how
long to observe for and whether to
repeat them.
4. I can take accurate and precise
measurements using standard units
N, g, kg, mm, cm, mins, seconds,
cm²V, km/h, m per sec, m/ sec.
5. I can select equipment on my own
and can explain how to use it
accurately.
I-Investigating
1. I can set up a range of comparative
and fair tests.
2. I can explain which variables need to
be controlled and why.
3. I can suggest improvements to my
investigations giving reasons
1. I can record data and results of
increasing complexity using –
scientific diagrams and labels
classification keys tables bar graphs
line graphs
2. I can choose how best to present
data.
3. I can communicate findings using
detailed scientific language.
classifying
1. I can use keys and other information
records to classify and describe living

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2. I can explain how I carried out my
enquiry.
3. I can suggest simple changes to y
enquiry.
U-Understanding
1. I can say how science helps us in our
daily lives.
2. I can say how science can be
dangerous eg electricity can give you
a shock.
V-Vocabulary
1. I can use simple scientific language.
2. I can describe what I see, using
simple scientific vocabulary.
3. I can discuss criteria for grouping and
sorting and can classify using simple
keys.
C-Conclusions
1. I can draw simple conclusions based
on the results of my enquiry.
2. I can answer my questions using the
results of my enquiry.
3. I can use my findings to make new
predictions, suggest improvements
and think of new questions.
U-Understanding
1. I know some things in science which
have made our lives better e.g.
computers in schools, hospitals etc.
2. I understand there is some risk in
science.
V-Vocabulary
1. I can use some scientific language in
my work.
2. I can describe my observations and
my findings, using some correct
scientific vocabulary
things, materials and other scientific
phenomena.
2. I can develop my own keys and other
information records to classify and
describe.
3. I can identify changes related to
scientific phenomena.
C-Conclusions
1. I can draw scientific, causal
conclusions using the results of an
enquiry to justify my ideas.
2. I can explain my conclusion using
scientific knowledge and
understanding.
3. I can distinguish opinion and facts.
4. I can use my findings to make
predictions and set up further
enquiries
U-Understanding
1. I can see how science is useful in
lots of different ways.
2. I can say which parts of our lives rely
on science.
3. I can explain the positive and
negative effects of scientific
developments
V-Vocabulary
1. I can read, spell and pronounce
scientific vocabulary correctly.
2. I can confidently use the correct
scientific language when appropriate.
3. I can explain my ideas with scientific
reasons.
Plants
National Curriculum-Pupils should be
taught to:
Plants
taught to:
Plants
taught to:

9
-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.
_____
-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.
-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
taught to:
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
_____
-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
taught to:
-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
_____
-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.
taught to:
-describe the changes as humans
develop to old age.
-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.

10
Materials (properties/rocks & states of
matter)
taught to:
-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.
_____
-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.
matter)
taught to:
-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.
_____
-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.
matter)
taught 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
-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.
Living Things & Their Habitats
taught to:
-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
taught to:
-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.
taught to:
-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.
____
-describe how living things are classified
into broad groups according to common

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-identify and name a variety of plants and
animals in their habitats, including
microhabitats
-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.
observable characteristics and based on
similarities and differences, including
microorganisms, plants and animals
-give reasons for classifying plants and
animals based on specific characteristics.
Forces
taught to:
Forces
taught to:
-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.
Forces
taught to:
-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.
Light & Electricity
taught to:
Light & Electricity
taught to:
-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
Light & Electricity
taught to:
-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

12
-find patterns in the way that the size of
shadows change.
------
-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.
same shape as the objects that cast
them.
_____
-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.
Other: Seasonal changes
taught to:
-observe changes across the four
seasons
-observe and describe weather
associated with the seasons and how
day length varies.
Other: Sound
taught to:
-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
Other: Earth & Space
taught to:
-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.

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-recognise that sounds get fainter as the
distance from the sound source
increases.
Other: Evolution & Inheritance
taught 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
-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.

14
KEY
STAGE
ONE
KS1 Progression of skills in SCIENCE A child who is working at ARE will be able to do the
following:
Additional Notes
KS1-
Autumn
Term One
CYCLE A
SCIENCE
MATERIALS
Investigating
suitability & How
solids can
change with
shaping
Materials (properties/rocks & states of matter)
National Curriculum-Pupils should be taught to:
-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.
_____
-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.
QEP-Questioning, enquiring & planning
3. I can ask simple questions about the world around us.
4. I can begin to use different types of enquiry to answer
questions.
6. I can say what I am looking for and what I am measuring.
7. I can measure with non- standard units and can begin to use
simple standard units eg, mm, cm, m, ml, l , ºC
8. I can use simple equipment eg hand lenses, egg timers.
I-Investigating
6. I can begin to say what happened in an investigation
5. I can record data in a table my teacher has provided.
6. I can communicate my findings in a variety of ways.
IGC-Identifying, grouping & classifying
3. I can begin to identify a variety of objects, materials and
living things.
4. I can begin to compare, sort and group a range of objects,
materials and living things.
C-Conclusions
4. I can talk about what I have found out.
5. I can explain how I carried out my enquiry.
• I can understand some materials may be suitable whilst others are not
(using the language of useful properties) V IGC QEP
• I can explore what buildings are made of and generate questions
about the absorbency of building materials QEP IGC I C
• I can discuss and explore how to test the materials in an investigation
and make simple notes about those thoughts QEP I RR
• I understand, through exploration and investigation, that some
materials are more suitable than others (be able to articulate their
scientific reasoning for selecting and investigating certain materials) V
C RR I IGC
•I can understand that water is a material and ice is water in a different
state QEP
•I can explore simple evaporation (e.g. explore puddles and observe
changes and exploring own ways of recording puddle changes) QEP
RR I
Object, material, wood, plastic,
glass, metal, water, rock, brick,
paper, fabric, elastic, foil,
cardboard, rubber, wool, clay,
hard, soft, stretchy, stiff,
bendy, waterproof, absorbent,
tear, rough, smooth, shiny,
dull, see through, not see
through
Suitable/unsuitable, use,
object, material, property,
wood, plastic, glass, metal
water, rock, fabrics, hard, soft,
stretchy, flexible, waterproof,
absorbent, transparent,
translucent, opaque, shape,
change, twist, squash, bend,
stretch, roll, squeeze

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6. I can suggest simple changes to y enquiry.
U-Understanding
3. I can say how science helps us in our daily lives.
4. I can say how science can be dangerous eg electricity can
give you a shock.
V-Vocabulary
I can describe what I see, using simple scientific vocabulary.
KS1-
Autumn
Term Two
CYCLE A
SCIENCE
PLANTS
planting bulbs for
spring-observe
over time
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.
_____
-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.
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
Plants
•I can share what I already know about potatoes (including how they are
grown and in what forms we can eat them) I
•I can consider the different types of potato, including their similarities
and differences. IGC QEP
•I can work in teams to prepare tubs and plant chitted potatoes I OM
•I can consider what each team needs to do to look after the potato
plants QEP I
•I can make a collective map of the garden plot, labelling the plants and
predicting what they will turn into when they are fully grown (plant bulbs
ready for spring and periodcally note growth) QEP I RR
Names of wild plants, garden
pants, flowering plants, trees,
leaf, flower, blossom, petal,
fruit, berry, root, bulb, seed,
trunk, branch, stem, bark,
stalk, vegetable, seeds, bulbs,
water, light, growth, healthy,
shoot, seedling,

16
V-Vocabulary
I can use simple scientific language.
KS1-Spring
Term One
CYCLE A
SCIENCE
LIVING THINGS
AND THEIR
HABITATS
Identifying
habitats
Food sources &
simple food
chains
-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 microhabitats
-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
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
•I can understand that different habitats provide for the basic needs of
different kinds of living things U QEP
•I can understand what is meant by a food chain (that living things need
other living things to survive) QEP
•I understand that microhabitats need to vary according to their
inhabitants’ needs (could possibly build a bug hotel) I QEP
•I can make some predictions about what each microhabitat will attract
and how different weather conditions and seasons might change their
features QEP I OM RR
Living, dead, never been alive,
names of local habitats, pond,
woodland, meadow, name
micro habitats, under log,
stony path, under bushes,
suited, basic needs, depend,
food, food chain, shelter

17
V-Vocabulary
I can describe what I see, using simple scientific vocabulary
KS1-Spring
Term Two
CYCLE A
SCIENCE
PLANTS
What do plants
need to grow?
Growing
sunflowers/seeds
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.
_____
-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.
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
V-Vocabulary
Plants
•I can identify and closely observe plants outside the school building
IGC OM
•I understand what a garden is and how varied they are QEP U
•I can carefully examine flowers with a magnifying glass and become
familiar with the inside of a flower OM I QEP
•I understand the basic structure of a flowering plant and the basic
function of the main parts V QEP U
•I can plant a sunflower seed and consider what seeds need to be able
to grow I
•I can predict the outcomes of the sunflower seeds and set up a diary to
observe the growth over time OM I RR
•I can look at trees in the environment OM
. I can discuss and become familiar with the similarities and differences
between evergreen and deciduous trees. QEP OM V
Names of wild plants, garden
plants, flowering plants, trees,
fruit, berry, root, bulb, seed,
trunk, branch, stem, bark,
stalk, vegetable, seeds, bulbs,
water, light, growth, healthy,
shoot, seedling

18
KS1-
Summer
Term One
CYCLE A
SCIENCE
ANIMALS,
INCLUDING
HUMANS
Parts of the
human body
Developing
babies to adults
(including
animals)
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
V-Vocabulary
•I can understand that people change as they get older but often retain
recognisable features. QEP
•I can name some parts of the body. V
. I can collect measurements about hands and feet and record the
information clearly. I can compare the data and begin to notice patterns.
OM I RR
•I can understand that we hear sounds with our ears and that hearing is
one of our senses. U QEP
•I can understand that we need our senses to help us explore the world
and that often our senses work together to make that possible. U QEP
• I understand that babies can be similar or different to the adults and
that humans are animals that produce offspring U
•I understand what babies need to survive and what else they might
need to be comfortable and happy U QEP
Body, head, neck, arms,
elbows, legs, knees, face,
ears, eyes, eyebrows,
eyelashes, nose, hair, mouth,
teeth, tongue, feet, toes,
fingers, nails, ankle, calf, thigh,
hips, waist, trunk, chest,
shoulders, back, hands, wrist,
tail, wing, claw, fin, scales,
feathers, fur, beak, senses,
hearing, seeing, touching,
smelling, tasting, smooth,
bright, dim, loud, quiet, high,
low
KS1-Summer
Term Two
CYCLE A
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
_____
-notice that animals, including humans, have offspring which grow
into adults
•I can consider what is involved in keeping a real pet happy and healthy
QEP I
•I can imagine what sort of care and environment their home-made pet
might like the most, based on its features QEP I
. I can group animals into different groups (e.g. wild UK animas and
pets/native animals to UK and non native) IGC
. I can identify groups of animals by what they eat
(carnivore/herbivore/omnivore) IGC
offspring, life cycles, grow,
change, adults, basic needs,
water, food, air survival,
exercise, food types (fruit and
veg, bread, rice, pasta, milk,
dairy, foods high in fat and
sugar, meat, fish, eggs, beans),
hygiene

19
Identifying and
naming common
animals
Identify animals
that are
herbivores,
carnivores&
omnivores
-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
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
V-Vocabulary

20
KS1-
Autumn
Term One
CYCLE B
SCIENCE
MATERIALS
Compare &
Group
Distinguishing
different
materials &
properties
-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.
_____
-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
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
V-Vocabulary
•I can understand that objects need to be distinguished from their
materials V QEP
•I can explain that objects are made of different materials and they have
simple properties IGC V
•I understand the difference between natural and manmade objects and
sort into groups IGC V
•I know that there is a difference between an object and the material
from which it is made V QEP IGC
•I can identify and name a variety of everyday materials, including
wood, plastic, glass, metal, water and rock IGC
•I understand that, if a material does not absorb water, it is said to be
waterproof IGC
•I understand what happens when a material is heated up and why it
changes shape IGC I
Object, material, wood, plastic,
glass, metal, water, rock, brick,
paper, fabric, elastic, foil,
cardboard, rubber, wool, clay,
hard, soft, stretchy, stiff,
bendy, waterproof, absorbent,
tear, rough, smooth, shiny,
dull, see through, not see
through
Suitable/unsuitable, use,
object, material, property,
wood, plastic, glass, metal
water, rock, fabrics, hard, soft,
stretchy, flexible, waterproof,
absorbent, transparent,
translucent, opaque, shape,
change, twist, squash, bend,
stretch, roll, squeeze

21
KS1-Autumn
Term Two
CYCLE B
SCIENCE
SEASONS
Changes across
seasons &
weather changes
(autumn &
winter)
Length of day
changes
-observe changes across the four seasons
-observe and describe weather associated with the seasons and
how day length varies.
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
V-Vocabulary
. I can explain what the seasons autumn and winter represent in the UK
QEP I U
• I can consider what I already know about weather and generate
questions QEP I U
•I can go outside and look at the weather, observe the temperature,
wind etc OM
• I can apply my understanding of weather (e.g. by the dressing up of a
teddy appropriately for weather conditions RR C
•I can show my understanding, and ability to use their observations, by
devising my own weather forecasts RR V
•I can talk about rain and how it affects our lives U V
•I can design and make a rainfall gauge (set the rainfall gauges up in
the playground and understand how to record the rainfall over a period
of time) QEP OM I RR U
•I can make predictions about the results from the rainfall gauges I QEP
Season, spring, summer,
autumn, winter, weather, hot,
warm, cool cold, sunny,
cloudy, windy, rainy, snowing,
hailing, sleet, frost, fog, mist,
icy, rainbow, thunder,
lightning, storm, light, dark,
day, night

22
KS1- Spring
Term One
CYCLE B
SCIENCE
ANIMALS
INCLUDING
HUMANS
Basic needs for
survival &
Exercise
pets)
_____
into adults
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
•I can explain all animals have 3 basic needs for survival: water, food,
air QEP I C U V
• I can identify that there are other things which are also important for
humans and animals including shelter and being healthy. U QEP I
• I know we need food to survive. U QEP I
• I can explain how food can be sorted, into different groups. IGC
• I can explain why we need the right amount of different types of food
to be healthy. QEP I RR
. I can understand why humans need to exercise in order to be healthy.
QEP I
• I know that exercise makes your muscles (including your heart) and
your bones stronger. QEP I
• I can explain that exercise can make you happier and live longer I
QEP
offspring, life cycles, grow,
change, adults, basic needs,
water, food, air survival,
exercise, food types (fruit and
veg, bread, rice, pasta, milk,
dairy, foods high in fat and
sugar, meat, fish, eggs,
beans), hygiene

23
V-Vocabulary
KS1- Spring
Term Two
CYCLE B
SCIENCE
SEASONS
Changes across
seasons &
weather changes
(spring)
Hot & cold
places
how day length varies.
questions.
simple standard units e.g., mm, cm, m, ml, l , ºC
44. I can use simple equipment e.g. hand lenses, egg timers.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
V-Vocabulary
. I can explain what makes spring different to the other seasons in the
UK QEP I U
•I can learn about the weather for the season and consider if the
weather I am expecting is typical QEP I U OM
•I understand more about the different seasons of the year, including
the current season QEP I U
•I can consider the different elements of summer (current season e.g.
represent in a group collage) RR
•I can understand that warm and cold weather, including snow, can be
specific to different seasons QEP I U
•I understand that air temperature changes with the seasons, and that
usually summer is hotter than winter QEP I U
•I can make a thermometer box to use outside to measure temperature
I RR
. I can explain that there are some countries that are hot and some that
are cold QEP U
day, night
KS1-
Summer
Term One
CYCLE B
SCIENCE
. I understand the differences between things that are living, dead, and
things that have never been alive QEP U
living, dead, habitats,
invertebrate, woodlouse, birds,
fish, reptiles, mammals,
amphibians

24
ANIMALS
INCLUDING
HUMANS
Differences
between living &
dead
Comparing the
structure of
animals
pets)
_____
into adults
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
V-Vocabulary
•I understand that there are special places (habitats) where mini-beasts
(invertebrates) live U V QEP
• I can consider what type of conditions a woodlouse might prefer and
recreate those conditions in the classroom I QEP
•I understand there are key differences between birds, fish, amphibians,
reptiles, mammals and invertebrates IGC V

25
KS1-
Summer
Term Two
CYCLE B
SCIENCE
SEASONS
Changes across
seasons &
weather changes
(summer)
Compare clothes
& activities
between winter &
summer)
how day length varies
questions.
I-Investigating
living things.
C-Conclusions
U-Understanding
give you a shock.
V-Vocabulary
. I can recap everything I know about different seasons RR
•I understand that the day length changes each day and varies from
season to season QEP OM I
•I can explore shadows and how they change during the day OM I
•I can consider what life would be like if the sun didn't rise and create
daylight QEP U I
•I understand that wind direction is measured using a wind sock RR
•I can observe the wind direction over time and notice any patterns
between rainfall and wind I RR
•I can consider if the time of day has an effect on the wind direction I
day, night

26
LOWER
KEY
STAGE 2
LKS2 Progression of skills in SCIENCE A child who is working at ARE will be able to do the
following:
Vocabulary
LKS2-
Autumn
Term One
CYCLE A
SCIENCE
ANIMALS
INCLUDING
HUMANS
Skeletons &
Muscles
Food & Nutrition
ANIMALS INCLUDING HUMANS Skeletons & Muscles Food &
Nutrition
 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
Scientific Enquiry
4. I can ask some relevant questions about the world around us.
5. I can use some different types of scientific enquiry to answer
questions
6. I can begin to decide which type of enquiry is best to answer my
question.
5. I can make careful observations and explain my findings.
6. I can decide what to observe and how long to collect
observations.
7. I can take accurate measurements using standard units eg.
mm, cm, m, ml, l, ºC, seconds, minutes,
8. I can decide which equipment to use and can use new
equipment
I-Investigating
3. I can begin to set up simple practical enquiries. Including
4. I can help decide which variables to keep the same and which
to change.
4. I can collect data in a variety of ways, including labelled
diagrams, bar charts and tables.
6. I can communicate findings using simple scientific language
4. I can talk about and identify differences and similarities in the
properties or behaviour of living things, materials and other
5. I can identify simple changes related to simple scientific
phenomena.
6. I can discuss criteria for grouping and sorting and can classify
using simple keys.
C-Conclusions
4. I can draw simple conclusions based on the results of my
enquiry.
ANIMALS INCLUDING HUMANS Skeletons & Muscles Food & Nutrition
 I can investigate what the main food groups are and what makes a
balanced diet. I/GC/C/V
 I can use knowledge of food groups and a balanced diet to design
healthy meals (exploring/analysing secondary sources)
QEP/OM/I/RR/IGC/C/U/V
 I can review a food survey to answer questions on diet and look for
patterns and trends display using tables and bar charts (pattern
seeking) I/RR/IGC/C/V
 I can create a skeleton string puppet that has moving joints I/V
 I can label the main bones in a human body and explain why they
are important (exploring/analysing secondary sources)
I/OM/RR/C
 I can investigate the question –Do some people have stronger
muscles because they use them more? (exploring/pattern seeking)
I/OM/QEP/RR/C
 I can explore the skeletons of animals and identify how they support
movement and protection(exploring/analysing secondary
sources) QEP/I/RR/C/V
Nutrition, food types,
carbohydrates, protein,
vitamins and minerals, fat,
sugar, fruits and veg,
dietary fibre, water,
balanced diet, skeleton,
muscles, support,
protection, movement,
names of bones,
vertebrate, invertebrate

27
5. I can answer my questions using the results of my enquiry.
6. I can use my findings to make new predictions, suggest
improvements and think of new questions.
U-Understanding
3. I know some things in science which have made our lives better
e.g. computers in schools, hospitals etc.
4. I understand there is some risk in science.
V-Vocabulary
I can use some scientific language in my work
LKS2-
Autumn
Term Two
CYCLE A
SCIENCE
ANIMALS
INCLUDING
Food chains
Producers,
predators & prey
ANIMALS INCLUDING Food chains Producers, predators & prey
Construct and interpret a variety of food chains, identifying
producers, predators and prey.
Scientific Enquiry
questions
question.
observations.
equipment
I-Investigating
to change.
phenomena.
using simple keys.
C-Conclusions
enquiry.
ANIMALS INCLUDING Food chains Producers, predators & prey
 I can interpret different food chains and generalise about
what a produce, predator and prey are.QEP I RR IGC C
 I can construct a variety of food chain, identifying the
correct order. (exploring, researching, analysing
secondary sources) QEP I RRF IGC C
 I can explain why food chains are important for survival
and why all food chains begin with the same source. QEP
I RRF IGC C
 I can create a food web QEP I RRF IGC C
producer, consumer,
predator, prey, food chain

28
U-Understanding
V-Vocabulary
 I can use some scientific language in my work
LKS2- Spring
Term One
CYCLE A
SCIENCE
STATES OF
MATTER
(Solids, liquids
& gasses)
Heating & Cooling
Materials
WATER CYCLE
STATES OF MATTER (Solids, liquids & gasses)
 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.
Scientific Enquiry
questions
question.
observations.
equipment
I-Investigating
to change.
phenomena.
STATES OF MATTER (Solids, liquids & gasses)
 I can classify materials into solids, liquids and gases (sorting
and classifying). QEP/I/RR/IGC/C/U/V
 I can investigate the presence of gases (exploring).
QEP/I/OM/RR/IGC/C/U/V
 I can understand the behaviour of particles in the different states
(and use a thermometer to observe temperature changes of
wate)r (observing over time/exploring).
QEP/I/OM/RR/IGC/C/U/V
 I can investigate evaporation and condensation (fair
testing/exploring). QEP/I/OM/RR/IGC/C/U/V
Water cycle also linked to Geography
 I can understand and explain the water cycle using scientific
language (exploring). QEP/I/OM/RR/IGC/C/U/V
States of matter, solid,
liquid, gas, air, oxygen,
powder, granular/grain,
crystals, change state,
ice/water/steam, water
vapour, heating, cooling,
temperature, degrees
Celsius, melt, freeze,
solidify, melting point, boil,
boiling point, evaporation,
condensation, water cycle,
precipitation, transpiration

29
using simple keys.
C-Conclusions
enquiry.
U-Understanding
V-Vocabulary
LKS2- Spring
Term Two
CYCLE A
SCIENCE
ELECTRICITY
What uses
electricity
Circuits, symbols,
switches &
buzzers
Insulators &
conductors
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.
Scientific Enquiry
questions
question.
observations.
equipment
I-Investigating
to change.
ELECTRICITY
 I can explore electricity and explain what I already know
(exploring). QEP/I/RR/C/U
 I can understand the dangers electricity poses (exploring).
QEP/I/RR/U
 I can identify electrical components and explore electrical
circuits (problem solving and exploring). QEP/OM/I/RR/C/U/V
 I can sort materials into conductors and insulators by testing
them within a circuit (sorting and classifying). OM/I/C
 I can use my new knowledge of electrical circuits, to use
switches and lights (problem solving). QEP/OM/I/RR/C
 I can demonstrate an understanding of electrical circuits with a
class quiz (kahoot) RR/C/V
Electricity, appliance,
device, mains, plug,
electrical circuit, complete
circuit, circuit diagram,
circuit symbol,
components, cell, battery,
positive/negative, connect,
connection, short circuit,
wire, crocodile clip, bulb,
bright/dim, switch, buzzer,
motor, faster/slower,
conductor, insulator,
metal/non metal

30
phenomena.
using simple keys.
C-Conclusions
enquiry.
U-Understanding
V-Vocabulary
 I can use some scientific language in my work
LKS2-
Summer
Term One
CYCLE A
SCIENCE
SOUND
Patterns &
Vibrations
Volume & pitch
SOUND Patterns & Vibrations/Volume & pitch
 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.
Scientific Enquiry
questions
question.
observations.
equipment
I-Investigating
SOUND Patterns & Vibrations/Volume & pitch
 I am able to observe & identify how sounds are made
associating some of them with something vibrating, including to identify similarities
and differences between sounds made in different ways. (exploring, problem
solving). QEP/OM/I/RR/C/V
 I can find patterns between the volume of a sound and the strength of
the vibrations that produce it.
(carry out a fair test & know that in a fair test we change one factor, while we
keep the rest the same). (exploring, pattern seeking). QEP/OM/I/RR/C/V
 I can recognise that sounds get fainter as the distance from the sound
source increases.
(To be able to plan a pattern seeking investigation/To be able to use results to
form conclusions/To be able to identify patterns in data).
 I can understand what the word pitch mean sand be able to explore
various ways of making sounds
with different pitches & find patterns between the pitch of a sound and the features
of the object that produced it. (exploring, pattern seeking, problem
Sound, sound source,
noise, vibration, travel,
solid, liquid, gas, pitch,
tune, high, low, volume,
loud, quiet, fainter, muffle,
strength of vibrations,
insulation, instrument,
percussion, strings, bass,
woodwind, tuned
instrument

31
to change.
phenomena.
using simple keys.
C-Conclusions
enquiry.
U-Understanding
V-Vocabulary
solving). QEP/OM/I/RR/C/V
 I can explain how our ears work to capture sound
 I can plan and conduct an investigation into which material best reduces
the sounds we hear (pattern seeking, fair testing, exploring over time,
problem solving). QEP/OM/I/RR/C/U/V
LKS2-
Summer
Term Two
CYCLE A
SCIENCE
LIGHT
Light &
Shadows
Sun protection
LIGHT Light & Shadows Sun protection
 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.
Scientific Enquiry
questions
question.
observations.
LIGHT Light & Shadows Sun protection
 I can investigate the nature of darkness, light and sight
(exploring/drawing conclusions) QEP/OM/I/RR/C/V
 I can investigate what causes shadows and how different
objects block light (predicting/exploring/classifying)
QEP/OM/I/RR/C
 I can investigate the effect of moving the light source on the
size of shadows exploring/drawing conclusions)
QEP/OM/I/RR/C/V
 I can discover the properties of materials and light (fair
testing/pattern seeking) QEP/OM/I/RR/IGC/C/V
Light, light source,
darkness, reflect, reflective,
mirror, shadow, block,
direction, transparent,
opaque, translucent

32
equipment
I-Investigating
to change.
phenomena.
using simple keys.
C-Conclusions
enquiry.
U-Understanding
V-Vocabulary
LKS2-
Autumn Term
One
CYCLE B
SCIENCE
ROCKS, SOILS
& FOSSILS
ROCKS, SOILS & FOSSILS
 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.
Scientific Enquiry
questions
question.
ROCKS, SOILS & FOSSILS
 I can explore a variety of rocks and group them in different ways
(e.g according to their observable features and attributes (exploring,
classifying and identifying) QEP/OM/I/RR/IGC/C/V
 I can investigate the properties of different rocks
(e.g.with fair testing e.g. permeability, hardness and an acid test for the
presence of calcium carbonate. Use a rock identification key
(exploring/fair testing/classifying and identifying)
QEP/OM/I/RR/IGC/C/U/V
 I can go on a rock walk in the local vicinity to identify different
rocks for different purposes.
Record findings (classifying and identifying). QEP/OM/I/RR/IGC/C/V/U
Rock, stone, pebble,
boulder, soil, fossils, grains,
crystals, texture, absorb
water, let water through,
marble, chalk, granite,
sandstone, slate, sandy
soil, clay soil, chalky soil,
peat,

33
Comparing &
grouping
Soils & organic
matter
Fossils
observations.
equipment
I-Investigating
to change.
phenomena.
using simple keys.
C-Conclusions
enquiry.
U-Understanding
V-Vocabulary
 I can learn about how fossils are made and the life and
contribution of the great fossil hunter Mary Anning (analysing
secondary sources) QEP/I/RR/C/V
 I can investigate different soils
(asking questions and seeking answers through a variety of scientific
enquiries) exploring/ classifying and identifying /fair testing)
QEP/OM/I/RR/IGC/C/V
 I can assemble a variety of exciting exhibits for the Rock and
Fossil Museum (analysing secondary sources) RR
LKS2-
Autumn Term
Two
CYCLE B
SCIENCE
Forces
-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.
Scientific Enquiry
Forces
 I can work scientifically to compare how things move on
different surfaces
(children to plan an investigation, then carry it out) ( ie. friction)
QEP/OM/RR/C/V
 I can work scientifically to investigate forces between two
objects and compare my findings
(notice that some forces need contact between two objects, but magnetic
forces can act at a distance) QEP/OM/I/RR/IGC/C/V
 I can observe how magnets attract or repel each other and
attract some materials and not others QEP/OM/I/C/V
Force, contact force, non
contact force, magnetic
force, magnet, strength,
bar/ring/button/horseshoe
magnets, attract, repel,
magnetic material, metal,
iron, steel, non magnetic,
poles, north/south pole

34
FORCES &
MAGNETS
Friction
Attract &
repel/poles
Every day
materials &
magnets
questions
question.
observations.
equipment
I-Investigating
to change.
phenomena.
using simple keys.
C-Conclusions
enquiry.
U-Understanding
V-Vocabulary
3. I can use some scientific language in my work.
 I can 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 QEP/OM/I/RR/IGS/CU/V
 I can describe magnets as having two poles and create a
diagram to explain QEP/I/C
 I can predict whether two magnets will attract or repel each
other, depending on which poles are facing.QEP/I/C

35
LKS2- Spring
Term One
CYCLE B
SCIENCE
ANIMALS
INCLUDING
HUMANS:
TEETH
Visit from Heath
Team
Teeth & their
functions
 Identify that animals, including humans, need the right
 Identify that humans and some other animals have
movement
_____
 Identify the different types of teeth in humans and their
simple functions
Scientific Enquiry
questions
30. 3.I can begin to decide which type of enquiry is best to answer
my question.
observations.
equipment
I-Investigating
to change.
phenomena.
using simple keys.
C-Conclusions
enquiry.
 I can identify the different teeth in humans and their functions
QEP/I/RR/IGC/C/V
 I can explain the difference between milk teeth & adult teeth
QEP/I/RR/C/V
 I can explain why humans need to look after their teeth and how
they need to do this QEP/I/RR/C/V
 I can identify the different teeth in a range of animals and identify
their functions QEP/I/RR/C/V
 I can identify whether an animal is a herbivore, carnivore or
omnivore from the teeth they have QEP/OM/I/RR/IGC/C/V
Digestive system, nutrition,
mouth, teeth, canine,
incisor, molar, pre-molar,
saliva, tongue, rip, tear,
chew, grind, cut,
oesophagus (gullet),
stomach, small intestine,
large intestine, rectum,
anus, herbivore, carnivore,
omnivore

36
U-Understanding
V-Vocabulary
-
LKS2- Spring
Term Two
CYCLE B
SCIENCE
ANIMALS
INCLUDING
HUMANS:
DIGESTION
Simple functions
of the human
digestive system
ANIMALS INCLUDING HUMANS: DIGESTION Simple functions of
the human digestive system
 Identify that animals, including humans, need the right
 Identify that humans and some other animals have
movement
_____
 Describe the simple functions of the basic parts of the
digestive system in humans
Scientific Enquiry
questions
my question.
observations.
equipment
I-Investigating
to change.
phenomena.
ANIMALS INCLUDING HUMANS: DIGESTION Simple functions of the human
digestive system
 I can make predictions about the what organs make a human
digestive system QEP/IRR/C/V
 I can identify and name the main parts of the digestive system
QEP/RR/V/V
 I can explain the main functions of the digestive system in a
human QEP/RR/C/V
 I can make a model that represents the digestive system
QEP/I/C/V
Digestive system, nutrition,
mouth, teeth, canine,
incisor, molar, pre-molar,
saliva, tongue, rip, tear,
chew, grind, cut,
oesophagus (gullet),
stomach, small intestine,
large intestine, rectum,
anus, carnivore, herbivore,
omnivore, producer,
consumer, predator, prey,
food chain

37
using simple keys.
C-Conclusions
enquiry.
U-Understanding
V-Vocabulary
LKS2-
Summer
Term One
CYCLE B
SCIENCE
PLANTS:
GROWTH &
VARIATION
Visit outside
school: Bring Yer
Wellies
Exploring the
needs of different
pants & variation
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.
Scientific Enquiry
questions
my question.
observations.
equipment
I-Investigating
to change.
Plants
 I can plant some beans in transparent jars & observe them over
time
(place them in different conditions to begin some
observations).QEP/OM/I/RR/C/V
 I can use secondary sources to discover the parts of a plant and
how they vary. QEP/RR/C/V
 I can look at a variety of different plants making labelled
sketches (analysing secondary sources/ exploring)
QEP/OM/RR/IGC/C/V
 I can make a list of plants the aliens would need to take to a
space farm. Classify according to human use for leaves, stems,
roots, flowers, fruits, seeds (exploring/ classifying and
identifying) QEP/IGC/C/RR
 I can review the data from beans. Create graphs and charts to
compare growth.(observing and measuring) OM/RR/C
 I can set up further tests with fast germinating varieties to test
hypotheses. (exploring/pattern seeking/ fair testing)
QEP/I/C/V/IGC
 I can investigate the way in which water is transported within
plants. (exploring) QEP/I/RR/C
 I can discover how different plants use seed dispersal
QEP/I/IGC/C
fruit, root, bulb, seed trunk,
branch, stem, water, light,
air, nutrients, soil, fertiliser,
grow, healthy, transported,
life cycle, pollination, seed
formation, seed dispersal

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