Science

Key

Stage

Year

 

 

Key Stage 1

1

Key stage 1

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice.

 

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

 

 

Plants

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

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

Refer to page 140 of NC (July 2013) for notes and guidance.

 

Animals, including humans

·         identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates

·         identify and name a variety of common animals that are carnivores, herbivores and omnivores

·         describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, and 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.                                                                                                         

Refer to page 141 of NC (July 2013) for notes and guidance.

 

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

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

Refer to page 141 of NC (July 2013) for notes and guidance.

 

Light

·         observe and name a variety of sources of light, including electric lights, flames and the Sun

·         associate shadows with a light source being blocked by something.

 

Refer to page 142 of NC (July 2013) for notes and guidance.

 

Seasonal changes

·         observe changes across the four seasons

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

 

Refer to page 143 of NC (July 2013) for notes and guidance.

 

2

All 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.

 

Refer to page 144 of NC (July 2013) for notes and guidance.

 

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.

 

Refer to page 145 of NC (July 2013) for notes and guidance.

 

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.

 

Refer to page 145 of NC (July 2013) for notes and guidance.

 

Uses of everyday materials

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

·         compare how things move on different surfaces.

 

Refer to page 146 of NC (July 2013) for notes and guidance.

 

Sound

·         observe and name a variety of sources of sound, noticing that we hear with our ears

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

 

Refer to page 147 of NC (July 2013) for notes and guidance.

 

Lower Key Stage 2

3

Lower key stage 2 – years 3-4

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.

 

Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.

 

Plants

·         identify and describe the functions of different parts of flowering plants: roots, stem, 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.

Refer to page 151 of NC (July 2013) for notes and guidance.

 

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 animals have skeletons and muscles for support, protection and movement.

 

Refer to page 152 of NC (July 2013) for notes and guidance.

 

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.

 

Refer to page 152 of NC (July 2013) for notes and guidance.

 

Light

·         notice that light is reflected from surfaces

·         find patterns that determine the size of shadows.

 

Refer to page 153 of NC (July 2013) for notes and guidance.

 

Forces and magnets

·         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.

 

Refer to page 154 of NC (July 2013) for notes and guidance.

 

4

All living things

·         identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups

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

 

Refer to page 155 of NC (July 2013) for notes and guidance.

 

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.

 

Refer to page 156 of NC (July 2013) for notes and guidance.

 

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.

Refer to page 156 of NC (July 2013) for notes and guidance.

 

 

 

Sound

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

·         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.

 

Refer to page 157 of NC (July 2013) for notes and guidance.

 

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.

 

Refer to page 158 of NC (July 2013) for notes and guidance.

 

Upper Key Stage 2

5

Upper key stage 2 – years 5-6

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.

 

Pupils should read, spell and pronounce scientific vocabulary correctly.

 

All living things

·         explain 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.

 

Refer to page 162 of NC (July 2013) for notes and guidance.

 

Animals, including humans

·         describe the changes as humans develop from birth to old age.

 

Refer to page 163 of NC (July 2013) for notes and guidance.

 

Properties and changes of materials

·         compare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

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

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

·         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.

 

Refer to page 163 of NC (July 2013) for notes and guidance.

 

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.

 

Refer to page 164 of NC (July 2013) for notes and guidance.

 

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

·         understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs.

Refer to page 165 of NC (July 2013) for notes and guidance.

 

6

All living things

·         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.

 

Refer to page 167 of NC (July 2013) for notes and guidance.

 

Animals including humans

·         identify and name the main parts of the human circulatory system, and explain 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.

 

Refer to page 167 of NC (July 2013) for notes and guidance.

 

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.

Refer to page 168 of NC (July 2013) for notes and guidance.

 

Light

·         understand 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, and to predict the size of shadows when the position of the light source changes.

 

Refer to page 169 of NC (July 2013) for notes and guidance.

 

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.

 

Refer to page 170 of NC (July 2013) for notes and guidance.

 

Get In Touch

Ambleside Primary School
Minver Crescent
Nottingham
NG8 5PN

Call us on: 0115 900 3610

Email us at: admin@ambleside.nottingham.sch.uk
Ambleside Primary School
error: Content is protected !!