Plant seeds and care for growing plants. (Understanding the World)

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

Talk about what they see, using a wide vocabulary. (Understanding the World)

Explore how things work. (Understanding the World)

Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?” (Communication & Language)

Explore the natural world around them. (Understanding the World)

Describe what they see, hear and feel while they are outside. (Understanding the World)

Learn new vocabulary. (Communication & Language)

Ask questions to find out more and to check what has been said to them. (Communication & Language)

Articulate their ideas and thoughts in well-formed sentences. (Communication & Language)

Describe events in some detail. (Communication & Language)

Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen. (Communication & Language)

Use new vocabulary in different contexts. (Communication & Language)

Begin to make sense of their own life-story and family’s history. (Understanding the World)

Understand the key features of the life cycle of a plant and an animal. (Understanding the World)

Make healthy choices about food, drink, activity and toothbrushing (Personal, Social and Emotional Development).

Know and talk about the different factors that support their overall health and wellbeing: regular physical activity, healthy eating, toothbrushing, sensible amounts of ‘screen time’, having a good sleep routine and being a safe pedestrian (Personal, Social and Emotional Development).

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.

I can use appropriate scientific language to communicate my ideas, what I have done and what I found out.

I can notice similarities, differences and patterns

I can gather and record data to help answer questions

I can use my observations and ideas to suggest answers

I can perform simple comparative tests

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.

I can observe how plants grow under different conditions such as without light

I can identify what plants need to stay healthy

I can identify what a seed needs to germinateI can identify what plants need to grow

I can describe how seeds and bulbs grow into plants

ACTIVITY PROGRESSION Growing seeds and bulbs.

Needs to grow and stay healthy.

Plant: Pumpkins

Investigate: Pumpkins & Broad beans

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.

I can recognise why hygiene is important and what I must do to be hygienic

I can describe what should be included in a human's balanced diet

I can describe the importance of exercise for humans

I can describe the basic needs of animal, including humans, for survival

I can identify what the basic needs are for animals, including humans, for survival

I can identify that animals have offspring which grow into adults

Year 3

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

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

recording findings using simple scientific language, drawings, labelled diagrams,

reporting on findings from enquiries, including oral and written explanations,

using results to draw simple conclusions, make predictions for new values, suggest

identifying differences, similarities or changes related to simple scientific ideas

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

I can talk about criteria for grouping, sorting and classifying, and use a simple key

I can identify differences, similarities or changes to simple scientific ideas and processes

I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables

I can gather, record, classify and present data in a variety of ways to help answer questions

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.

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I can describe the process of pollination

I can describe how seeds are dispersed

I can describe how seeds are formed

I can describe how water is transported through a plant

I can identify the requirements of a plant for life and growth

I can describe how the structure of the plant links to its function

I can describe the functions and different parts of a flowering plant

I can identify the different parts of a flowering plant

ACTIVITY PROGRESSION

Flower in lifecycle (pollination, seed formation and dispersal).

Plant: Cress

Investigate: White carnations/celer

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.

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I can describe what would happen if a human did not have a skeleton

I can identify animals with and without skeletons

I can describe the function of muscles in humans

I can describe the function of a skeleton in humans

I can research and design my own balanced diet using different food groups

I can describe why animals need the right type and amount of nutrition

I can identify that animals, including humans, get their nutrition from what they eat.

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.

I can create my own food chain2. I can interpret a food chain

I can identify and describe prey in a food chain

I can identify and describe a predator in a food chain

I can identify and describe a producer in a food chain

I can describe how to look after my teeth

I can compare the teeth of herbivores and omnivores

I can identify and describe the different types of teeth in humans and how they function9. I can identify and describe the basic parts of the human digestive system.

Year 5

I can recognise which equipment to use for which investigation

I can plan different types of scientific enquiries to answer questions including recognising and controlling variables

I can use a range of scientific equipment to take measures and repeated readings

I can use scientific diagrams, labels, classification keys, tables, scatter graphs, bar and line graphs to record my data and results

I can make predictions using my test results to set-up comparative and fair tests

describe the changes as humans develop to old age.

I can find out and record how the length and mass of a baby changes over time

I can research and use evidence to describe the different gestation periods of various animals

I can identify the changes to male and female bodies as they reach puberty

I can describe how humans grow and develop as they age.

.I can use appropriate scientific language to explain, evaluate and communicate my methods and findings

I can ask questions about the scientific topics I study, and select and plan the most appropriate way to answer these questions

I can report and present my findings in oral and written forms such as displays and other presentations (e.g. explaining and concluding my findings, and explaining the degree of trust in my results)

I can recognise scientific evidence that can be used to support or refute ideas and arguments

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.

. I can describe how to keep my body healthy

I can recognise the impact of drugs, alcohol and smoking on the human body

I can recognise the impact of an unhealthy diet

I can describe how blood is pumped around the body

I can describe how water and nutrients are transported around the body

I can describe the functions of the heart, blood vessels and blood

I can identify and name the main parts of the human circulatory system.

Year 6

I can set up simple practical enquiries, comparative and fair tests

I can report on findings from enquiries, including oral and written explanations, displays or presentations

I can use results to make simple conclusions, make predictions and suggest improvements

I can use simple scientific evidence to answer questions or to support my findings

planning different types of scientific enquiries to answer questions, including

taking measurements, using a range of scientific equipment, with increasing

recording data and results of increasing complexity using scientific diagrams

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

I can identify, group and sort objects or living things

I can use simple equipment to help me observe the world closely (e.g. hard lenses)

I can ask simple questions and understand they may have a number of different answers

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.

SunflowersI can describe how flowers grow

I can compare flowers and plants to identify similarities and differences

I can name the different parts of a flower e.g. root, stem, leaf

I can identify and name a variety of common wild and garden plants 

ACTIVITY PROGRESSION

Wild and garden plants

Plant: Sunflowers

Investigate: Vegetable tops

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

I can describe parts of the human body

I know which parts of the human body are associated with each sense

I can identify and name the basic parts of the human body

I can recognise herbivores, carnivores and omnivores from the animals that I know

I can describe the terms herbivore, omnivore and carnivore

I can recognise, and describe, animals in my local environment

I can describe the similarities and differences between fish, amphibians, reptiles, birds and mammals8. I can name certain fish, amphibians, reptiles, birds and mammals

Understand the effect of changing seasons on the natural world around them. (Understanding the World)

Use all their senses in hands-on exploration of natural materials. (Understanding the World)

Explore collections of materials with similar and/or different  properties. (Understanding the World)

Talk about the differences between materials and changes they notice. (Understanding the World)

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.

.I can describe why certain materials are used for certain purposes e.g. bricks and houses

I can group materials by their properties

I can describe the similarities and differences between everyday materials

I can describe the properties of everyday materials

I can recognise objects and the materials they are made from6. I can identify and name everyday materials.

. I can squash, bend, twist and stretch certain objects and describe how the material makes the shape change

I can recognise that certain objects can be made using different materials

I can recognise that certain materials can be used for more than one purpose e.g. wood can be used for matches and floor

I can identify the suitability of everyday materials for particular uses.

observe changes across the four seasons

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

I can talk about the changes to the weather across the seasons2. I can talk about the changes to plants across the seasons3. I can describe the four seasons. beans

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 a solid object

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

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. I can find patterns in the way that the size of shadows change

I can investigate how the size of shadows change

I can recognise how shadows are formed when a solid object blocks the light

I can describe how light from the sun can be dangerous and the ways that I can protect my eyes5. I can describe what happens when light hits a mirror

I can describe what happens when there is an absence of light

I can recognise that we need light in order to see things.

Sound

identify how sounds are made, associating some of them with somethingVibrating.

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

ind 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.

I can describe what happens when you move away from the source of a sound

I can recognise patterns between the volume of a sound and the strength of the vibrations that produced it

I can recognise patterns between the pitch of a sound and the features of an object that produced the sound

I can describe how sounds travel to my ear e.g. vibrations through the air

I can identify how sounds are made.

I can explain that certain changes are irreversible and new materials can be formed e.g. burning

I can demonstrate that dissolving, mixing and changing are reversible processes

I can use evidence from my tests to decide how to use everyday materials effectively

I can use my knowledge of solids, liquids and gases to decide how mixtures might be separated

I can describe how to recover a substance from a solution

I can recognise that some materials will dissolve in liquid to form a solution

I can compare and group everyday materials on the basis of their properties e.g. hardness, solubility, transparency, conductivity (electrical and thermal) and response to magnets.

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.

I can use my knowledge of the way light travels to describe how shadows are formed

I can discuss how objects are seen using scientific vocabulary e.g. light source and reflection

I can demonstrate that light travels in straight lines to explain how objects are seen

I can use examples to show that light appears to travel in straight lines.

. I can use the terms evaporation and condensation when describing the water cycle

I can observe how materials change state when heated or cooled

I can group materials by whether they are a solid, liquid or gas

I can compare and describe solids, gases and liquids.

Properties and Change 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.

Use 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.

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.

Begin to understand the need to respect and care for the natural environment and all living things. (Understanding the World)

Recognise some environments that are different to the one in which they live.  (Understanding the World)

Explore and talk about different forces they can feel. (Understanding the World)

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.

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.

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I can predict whether two magnets will repel or attract one another depending on their poles

I can describe how magnets have two poles

I can investigate how magnets attract some materials and not others

I can observe how magnets attract and repel each other

I can describe how pushes and pulls can alter the movement and speed of an object

I can investigate that some forces need contact between two objects e.g. push and pull

I can describe how objects move on different surfaces.

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.

I can describe how to work safely with electricity

I can identify metals that are good conductors

I can recognise and describe some common insulators

I can recognise and describe some common conductors

. I can describe the impact of an open and / or closed switch on a simple series circuit.

can describe what will happen if the circuit isn't complete

I can create a simple series electrical circuit using basic parts

I can identify the basic parts of a simple series electrical circuit e.g. cells, wires, bulbs, switches and buzzers

I can identify common appliances that run on 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.  

I can investigate and describe the variations in how components function e.g. the brightness of bulbs, loudness of buzzers and on/off position of switches

I can investigate the impact the number and voltage of cells has on the volume of a buzzer

I can investigate the impact the number and voltage of cells has on the brightness of a lamp

I can construct simple series circuit diagram using recognised symbols.

I can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

I can identify the effects of air resistance, water resistance and friction, that act between moving surfaces

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

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.

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I can compare the life cycles of plants in my local environment to different habitats around the world (such as in the rainforest or in the Arctic)

I can describe asexual reproduction in plants

I can identify the processes of sexual reproduction in plants

I can identify the processes of sexual reproduction in animals

.I can describe the similarities and differences between the life cycles of different animals

I can describe the similarities and differences between the life cycles of different plants.

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.

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I can use my research of animals unknown to me in order to classify them

I can describe the main features of particular groups such as vertebrates and invertebrates

.I can explain why living things can be in one group and not another

I can explain why living things can be classified into different groups.

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 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.

I can describe how adaptation can lead to evolution

I can research and identify how animals and plants are adapted to suit their environment in different ways

I can describe how variations occur between individuals of the same species

I can use evidence from my observations to describe how offspring vary and are not identical to their parents

I can describe how fossils provide information about living things that inhabited the Earth millions of years ago

I can recognise that living things have changed over time.

I can explain day and night, using the Earth's rotation and the movement of the Sun across the sky

I can identify and describe that a moon orbits a planet

I can describe the movement of the Moon relative to the Earth

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

I can describe the Sun, Earth and Moon as approximately spherical bodies6. I can name all of the planets.