Key Stage 1

Key Stage 2

Working scientifically

Across all year groups scientific knowledge and skills should be learned by working scientifically. (This is documented in the Essentials for progress section.)



·         Identify, classify and describe their basic structure.

·         Observe and describe growth and conditions for growth.


·         Look at the suitability of environments and at food chains.

·         Animals and humans

Identify, classify and observe.

·         Look at growth, basic needs, exercise, food and hygiene.

All living things*

·         Investigate differences.


·         Look at the function of parts of flowering plants, requirements of growth, water transportation in plants, life cycles and seed dispersal.

Evolution and inheritance

·         Look at resemblance in offspring.

·         Look at changes in animals over time.

·         Look at adaptation to environments.

·         Look at differences in offspring.

·         Look at adaptation and evolution.

·         Look at changes to the human skeleton over time.

Animals and humans

·         Look at nutrition, transportation of water and nutrients in the body, and the muscle and skeleton system of humans and animals.

·         Look at the digestive system in humans.

·         Look at teeth.

·         Look at the human circulatory system.

All living things

·         Identify and name plants and animals

·         Look at classification keys.

·         Look at the life cycle of animals and plants.

·         Look at classification of plants, animals and micro organisms.

·         Look at reproduction in plants and animals, and human growth and changes.

·         Look at the effect of diet, exercise and drugs.



·         Identify, name, describe, classify, compare properties and changes.

·         Look at the practical uses of everyday materials.

Rocks and fossils

·         Compare and group rocks and describe the formation of fossils.

States of matter

·         Look at solids, liquids and gases, changes of state, evaporation, condensation and the water cycle.


·         Examine the properties of materials using various tests.

·         Look at solubility and recovering dissolved substances.

Separate mixtures.

·         Examine changes to materials that create new materials that are usually not reversible.



·         Look at sources and reflections.


·         Look at sources.


·         Look at appliances and circuits.


·         Describe basic movements.

Earth and space

·         Observe seasonal changes.


·         Look at sources, seeing, reflections and shadows.

·         Explain how light appears to travel in straight lines and how this affects seeing and shadows.


·         Look at sources, vibration, volume and pitch.


·         Look at appliances, circuits, lamps, switches, insulators and conductors.

·         Look at circuits, the effect of the voltage in cells and the resistance and conductivity of materials.

Forces and magnets

·         Look at contact and distant forces, attraction and repulsion, comparing and grouping materials.

·         Look at poles, attraction and repulsion.

·         Look at the effect of gravity and drag forces.

·         Look at transference of forces in gears, pulleys, levers and springs.

Earth and space

·         Look at the movement of the Earth and the Moon

·         Explain day and night


* Items marked * are not statutory.



Learning Objectives






·         To work scientifically

·         To understand plants

·         To understand animals and humans

·         To investigate living things

·         To understand evolution and inheritance

·         To investigate materials

·         To understand movement, forces and magnets

·         To understand the Earth’s movement in space

·         To investigate light and seeing

·         To investigate sound and hearing

·         To understand electrical circuits



·         The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings. 

·         Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. 

·         Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.

·         High levels of originality, imagination or innovation in the application of skills.

·         The ability to undertake practical work in a variety of contexts, including fieldwork.

·         A passion for science and its application in past, present and future technologies.

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