KS1

Term 1

Term 2

Term 3

Term 4

Terms 5 & 6

Year

1/2

Change For The Better?

What Have they taught Us?

Where Would We Be Without Water?

Healthy Body, Healthy Minds

Our Beautiful World

A

What are things made from?  Everyday materials and their simple physical properties

The suitability of everyday materials for their particular uses

What did Charles Macintosh do?

What are the basic needs of animals, including humans, for survival (water, food, air)?

The basic parts of the human body and associated senses

Keeping clean and hygienic

Common animals including fish, amphibians, reptiles, birds and mammals and their structure

What are carnivores, herbivores, and omnivores? What is a simple food chain?

B

Seasonal Changes across the year including weather associated with the seasons and how day length varies

Identifying and naming common flowering plants and trees and their basic structures

Seasonal Changes across the Year.

How do seeds and bulbs grow into mature plants?

How do plants need water, light and a suitable temperature to grow and stay healthy?

Why do we need the right amount of exercise and need to eat the right amounts of different types of food?

Seasonal Changes across the Year

What is the difference between things that are living, dead and things that have never been alive?

How are living things suited to their habitats? How do different habitats, including micro-habitats, provide for the basic needs of different plants and animals?

Key skills

• Ask simple questions and recognise that they can be answered in different ways
• Observe closely using simple equipment ie. magnifying glass
• Can perform simple tests
• Identify and classify through sorting and grouping and explaining decisions made
• Use observations to suggest answers to questions
• Gather and record data to help answer questions

LKS2

Term 1

Term 2

Term 3

Term 4

Terms 5 & 6

Year

3/4

Change For The Better?

What Have they taught Us?

Where Would We Be Without Water?

Healthy Body, Healthy Minds

Our Beautiful World

A

Solids, liquids or gases? What happens when things are heated and cooled?

Who was Alexander Graham Bell?

How are sounds made?

How does sound travel to our ears?

The Water Cycle - Evaporation and condensation

Types and functions of teeth

The human digestive system

Food chains – producers, predators and prey

Sorting and grouping living things

Use of classification keys to group, identify and name a variety of living things

Electricity; what uses electricity, simple series circuits, common conductors and insulators

B

The impact of changing environments on living things

Rocks and fossil formation

What is soil made from?

2

What did the Ancient Greek shepherd called Magnes discover?

Forces and magnets – how do things move on different surfaces? How do magnets attract and repel?  

The functions of different parts of flowering plants

What do plants need to live and grow, and how does this vary from plant to plant?

How is water transported within plants?

How can Usain Bolt move so quickly?

The right types and amounts of nutrition – Animals and humans cannot make their own food; nutrition from what we eat

Skeletons and muscles for support, protection and movement

Light – we need light in order to see things. Dark is the absence of light

How are shadows formed and changed

Safety in the sun

Life cycle of flowering plants – pollination, seed formation and dispersal

Key skills

• Ask relevant questions and use different types of scientific enquiries to answer them
• Set up simple practical enquiries, comparatives and fair tests
• Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
• Gather, record, classify and present data in a variety of ways to help answer questions
• 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 raise further questions
• Identify differences, similarities or changes related to simple scientific ideas and processes
• Use straightforward scientific evidence to answer questions or to support their findings

UKS2

Term 1

Term 2

Term 3

Term 4

Terms 5 & 6

Year

5/6

Change For The Better?

What Have they taught Us?

Where Would We Be Without Water?

Healthy Body, Healthy Minds

Our Beautiful World

A

Electricity – What happens when you change the components of a circuit?

Using recognised symbols in circuits

What have we learnt from Sir Isaac Newton and his falling apple?

How can levers, pulley’s and gears help us?

What are the effects of air resistance, water resistance and friction?

The main parts of the human circulatory system including the functions of the heart, blood vessels and blood

How are nutrients and water transported within animals including humans

Classification of living things – What is significant about the work of Carl Linnaeus?

Evolution and inheritance - What did Mary Anning discover?

How does adaptation lead to evolution?                                                                                                                                                                                                                                                                         

B

Life cycles of mammals, amphibians, insects and birds

Life process of reproduction in some plants and animals

Light – How do the inventions of Percy Shaw work? 

What is the relationship between light sources, objects and shadows?

Properties of everyday materials

Dissolving and recovering substances from a solution

How can mixtures be separated?

Are all changes reversible?

Humans developing to old age

What impact do diet, exercise, drugs and lifestyle have upon the way our bodies function

Earth and Space

Was Copernicus’ view of the solar system correct?

Inspired by Maggie Aderin-Pocock?

Key skills

• 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 and precision, taking repeated 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, including conclusions, casual relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
• Identify scientific evidence that has been used to support or refute ideas or arguments