Science Attainment Targets 2 – 4 Levels 1 - 5
Level
/ Sc2 Life Processes and Living Things / Sc3 Materials and their Properties / Sc4 Physical Processes1 / · Recognise and name external parts of the body (e.g. head, arm)
· Recognise and name external parts of plants (e.g. leaf, flower)
· Communicate observations of a range of animals and plants in terms of their features (e.g. colour of coat, size of leaf)
· Recognise and identify a range of common animals (e.g. fly, goldfish, robin)
o Describe and name some locally occurring plants and animals
o Know where locally occurring plants and animals are most likely to be seen
o Have a concept of ‘animal’ limited mostly to four-legged furry mammals
o Have a concept of ‘plant’ limited to cultivated plants with obvious flowers. / · Know about a range of properties (e.g. texture, appearance) and communicate observations of materials in terms of these properties
o Name familiar substances (for example, sugar, water)
o Describe how some objects can have their shape changed by squashing; know that other objects are too hard to be squashed by hand
o Think in terms of specific objects rather than of the materials from which they are made / · Communicate observations of changes in light, sound or movement that result from actions (e.g. switching on a simple electrical circuit, pushing and pulling objects)
· Recognise that sound and light come from a variety of sources and name some of these
o Demonstrate push and pull actions they can carry out
o Know that there is a limit to their ability to move objects
o Name some components of a simple electrical circuit
o Name some electrical appliances
o Describe the effect of making and breaking one of the contacts in a circuit
o Know how to make sounds
o Know that some lights can be turned on and off
2 / · Use their knowledge about living things to describe the basic conditions (e.g. a supply of food, water, air, light) that animals and plants need in order to survive
· Recognise that living things grow and reproduce
· Sort living things into groups using simple features. Describe the basis for their groupings (e.g. no. of legs, shape of leaf)
· Recognise that different living things are found in different places (e.g. ponds, woods)
o Describe differences in local habitats
o Describe some non-local habitats
o Have a broader concept of ‘animal’ likely to include birds and fish
o Have a broader concept of ‘plant’ likely to include wild plants with obvious flowers
o Group a range of animals from knowledge of their similarities and differences
o Use habitat as a criterion for grouping animals
o Describe in simple terms the changes that take place as humans grow / · Identify a range of common materials and know about some of their properties
· Describe similarities and differences between materials
· Sort materials into groups and describe the basis for their groupings in everyday terms (e.g. shininess, hardness, smoothness)
· Describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching
o Identify some of the materials from which objects are made (for example, wood, metal, plastic)
o Describe how the shape of liquids can be changed by pouring them into different containers / · Know about a range of physical phenomena and recognise and describe similarities and differences associated with them
· Compare the way in which devices (e.g. bulbs )work in different electrical circuits
· Compare the brightness or colour of lights and the loudness or pitch of sounds
· Compare the movement of different objects in terms of speed or direction
o Describe pushes and pulls as big or small
o Know how to achieve different directions and speeds of movement of objects
o Recognise actions such as throw, kick, blow and tug as kinds of pushes and pulls
o Know that batteries are sources of electricity
o Construct a simple circuit consisting of a battery, two wires and a bulb in a holder such that the bulb will light
o Compare the differences in the effects of old and new batteries
o Use drawings to record circuits that have been made
o Know how to alter sounds
o Know that sound travels
o Know that darkness comes from the exclusion of all light
o Understand that all light has a source
o Know that light passes through some materials but not others
o Demonstrates how to block light with some materials
o Identify changes that occur when the Sun goes behind a cloud
Level
/ Sc2 Life Processes and Living Things / Sc3 Materials and their Properties / Sc4 Physical Processes3 / · Use their knowledge and understanding of basic life processes (e.g. growth, reproduction) when they describe differences between living and non-living things
· Provide simple explanations for changes in living things (e.g. diet affecting the health of humans or other animals, lack of light or water altering plant growth)
· Identify ways in which an animal is suited to its environment (e.g. a fish having fins to help it swim)
· Use their knowledge and understanding of basic life processes (e.g. growth, reproduction) when they describe differences between living and non-living things
· Provide simple explanations for changes in living things (e.g. diet affecting the health of humans or other animals, lack of light or water altering plant growth)
· Identify ways in which an animal is suited to its environment (e.g. a fish having fins to help it swim)
o Identify ways in which a plant is suited to its environment
o Have a broader concept of ‘animal’ likely to include amphibians and reptiles
o Have a broader concept of ‘plant’ likely to include some vegetables
o Describe the effects on growth of differing amounts of the survival necessities food, water, air or light
o Name simple features of animals that make them suited to specific habitats (or example, wigs, fins, eyesight, webbed feet)
o Name some animals in non-local habitats
o Know that humans need a good supply of air and clean water, a variety of foods and regular exercise in order to stay healthy
o Know that the heart is a major organ and that its pumping action can be felt as a pulse / · Use their knowledge and understanding of materials when they describe a variety of ways of sorting them into groups according to their properties
· Explain simply why some materials are particularly suitable for specific purposes (e.g. glass for windows, copper for electrical cables)
· Recognise that some changes (e.g. the freezing of water) can be reversed and some (e.g. the baking of clay) cannot, and they classify changes in this way
· Use their knowledge and understanding of materials when they describe a variety of ways of sorting them into groups according to their properties
· Explain simply why some materials are particularly suitable for specific purposes (e.g. glass for windows, copper for electrical cables)
· Recognise that some changes (e.g. the freezing of water) can be reversed and some (e.g. the baking of clay) cannot, and they classify changes in this way
o Identify some of the materials from which objects are made (for example, wood, metal, plastic)
o Describe how the shape of liquids can be changed by pouring them into different containers
o Define liquids as wet substances, which can be poured and take on the shape of their containers
o Use these definitions to sort simple examples (such as wooden ruler, ceramic tile, tap water, cooking oil) into solids and liquids
o Define solids as hard, heavy substances, which keep their shape and size / · Use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations (e.g. a bulb failing to light because of a break in an electrical circuit, the direction or speed of movement of an object changing because of a push or a pull)
· Begin to make simple generalisations about physical phenomena (e.g. explaining that sounds they hear become fainter the further they are from the source)
· Use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations (e.g. a bulb failing to light because of a break in an electrical circuit, the direction or speed of movement of an object changing because of a push or a pull)
· Begin to make simple generalisations about physical phenomena (e.g. explaining that sounds they hear become fainter the further they are from the source)
o Sequence pushes and pulls in order of magnitude
o Appreciate that machines, wind, waves etc can exert pushes and pulls
o Use the term ‘force’ to describe pushes and pulls
o Know that pushes and pulls can be used to bring objects to a stop more quickly
o Recognise that for a circuit to work it must be complete
o Recognise the need for good connections in circuits
o Construct circuits with more than one bulb
o Know that the ‘amount’ of electricity depends on the number of batteries
o Construct a home-made switch and home-made bulb holder without help
o Demonstrate that some materials placed in a circuit are conductors (allow bulbs to light) and others are insulators (do not allow bulbs to light)
o Describe how the brightness of bulbs might dim when more bulbs are added to a circuit
o Draw complete circuits using pictures to represent components
o Know sounds travel though air
o Know that people hear sound because sound travels from a sound source
o Use descriptions to compare and order sounds (for example, as quieter or louder)
o Understand that light travels
o Understand that light coloured objects are not light sources
o Know that light travels through some materials and is blocked by others
o Understand that in total darkness only light sources can be seen
Level / Sc2 Life Processes and Living Things / Sc3 Materials and their Properties / Sc4 Physical Processes
4 / · Demonstrate knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programmes of study
· Use scientific names for some major organs of body systems (e.g. the heart at KS2, the stomach at KS3) and identify the position of these in the human body
· Identify organs (e.g. stamen at KS2, stigma, root hairs at KS3) of different plants they observe
· Use keys based on observable external features to help them identify and group living things systematically
· Recognise that feeding relationships exist between plants and animals in a habitat and describe these relationships using food chains and terms (e.g. predator and prey)
o Have a two kingdom concept of the living world
o Have a broader concept of ‘animal’ likely to include invertebrates
o Have a broader concept of ‘plant’ likely to include trees, grasses and mosses
o Name some plants in non-local habitats
o Know that the human diet needs to contain a variety of foods in sufficient amounts to stay healthy
o Know about the use of food by living things
o Know that the heart works by pumping blood around the body
o Know that the blood passes through the body in vessels
o Know that smoking adversely affects the respiratory system / · Demonstrate Knowledge and understanding of materials and their properties drawn from the KS2 or KS3 programme of study
· Describe differences between the properties of different materials and explain how these differences are used to classify substances (e.g. as solids, liquids, gases at KS2 , acids and alkalis at KS3)
· Describe some methods (e.g. filtration, distillation) that are used to separate simple mixtures
· Use scientific terms (e.g. evaporation, condensation) to describe changes
· Use knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not
o Demonstrate filtration and explain in simple terms how it works
o Recognise that condensing and evaporating are reversible changes
o Use correctly the terms associated with changes of state – ‘boil’, ‘evaporate’, ‘condense’, ‘melt’, ‘freeze’
o Define solids as rigid substances which keep their size and shape (unless squashed or stretched) and flow only if in very small pieces
o Define liquids as substances which flow, take on the shape of their containers but maintain their volume
o Define gases as very light substances that flow easily and fill any container into which they are put
o Use these definitions to sort many substances into solids, liquids and gases
o Refer to solid, liquid and gas as the three ‘states of matter’ / · Demonstrate knowledge and understanding of physical processes drawn from the KS2 or KS3 programme of study
· Describe and explain physical phenomena (e.g. how a particular device may be connected to work in an electrical circuit, how the apparent position of the Sun changes over the course of a day)
· Make generalisations about physical phenomena (e.g. motion is affected by forces, including gravitational attraction, magnetic attraction and friction)