WholeSchool Science Curriculum Overview
*Working scientifically is embedded across the year in all terms
AUTUMN / SPRING / SUMMEREYFS, Year 1 and Year 2 Throughout the year / Seasonal Change
I can observe and describe weather associated with the seasons.
I can ask simple questions and recognise that they can be answered in different ways.
I can recognise that questions can be answered in different ways.
I can identify objects.
I can perform simple tests.
I can observe changes across the four seasons.
I can gather and record data to help answer a question.
Owls (Year 1) / Animals including Humans
I can identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates.
I can identify and name a variety of common animals that are carnivores, herbivores and omnivores.
I can describe and compare the structure of a variety of common animals.
I can identify, name draw and label the basic parts of the human body.
I know which part of the body is associated with each sense.
I can sort and group animals with some help. / Everyday Materials
I can distinguish between an object and the material from which it is made.
I can identify and name a variety of everyday materials, including wood, plastic, glass, water and rock.
I can describe the simple physical properties of a variety of everyday materials.
I can compare and group together a variety of everyday materials on the basis of their physical properties. / Plants
I can identify and name a variety of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen.
I can identify and describe the basic structure of a variety of common plants including roots, stem/trunk, leaves and flowers. / Animals including Humans
I can identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals.
I can identify and name a variety of common animals that are carnivores, herbivores and omnivores.
I can describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles and mammals, and including pets).
I can identify, name draw and label the basic parts of the human body and say which parts of the body is associated with each sense.
Penguins (Year 2) / Living Things and their habitats
I can exploreandcomparethedifferencesbetweenthingsthatare living,dead,andthingsthathaveneverbeenalive.
I can identifythatmostlivingthingsliveinhabitatstowhichthey aresuitedanddescribehowdifferenthabitatsprovideforthe basicneedsofdifferentkindsofanimalsandplants,and howtheydependoneachother.
I can identifyandnameavarietyofplantsandanimalsintheir habitats,includingmicro-habitats.
I can describehowanimalsobtaintheirfoodfromplantsandotheranimals,usingtheideaofasimplefoodchain,andidentifyandnamedifferentsourcesoffood. / Animals including Humans
I can noticethatanimals,includinghumans,haveoffspringwhichgrowintoadults
I can findoutaboutanddescribethebasicneedsofanimals, includinghumans,forsurvival(water,foodandair).
I can describetheimportanceforhumansofexercise,eatingtherightamountsofdifferenttypesoffood,andhygiene. / Use of Everyday Materials
I can identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
I can find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. / Plants
I can observe and describe how seeds and bulbs grow into mature plants.
I can find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. / Animals including Humans
I can noticethatanimals,includinghumans,haveoffspringwhichgrowintoadults
I can findoutaboutanddescribethebasicneedsofanimals, includinghumans,forsurvival(water,foodandair).
I can describetheimportanceforhumansofexercise,eatingtherightamountsofdifferenttypesoffood,andhygiene.
Foxes (Years 3 and 4) / Sound
I can identifyhowsoundsaremade,associatingsomeofthem withsomethingvibrating
I can recognise that vibrations from a sound travel through a medium to the ear.
I can findpatternsbetweenthepitchofasoundandfeaturesof theobjectthatproducedit.
I can findpatternsbetweenthevolumeofasoundandthe strengthofthevibrationsthatproducedit.
I can recognise that sounds get fainter as the distance from the sound source increases. / Animals including humans
I can identifythatanimals,includinghumans,needtherighttypesandamountofnutrition,andthattheycannotmaketheirownfood;theygetnutritionfromwhattheyeat
I can identifythathumansandsomeanimalshaveskeletonsandmusclesforsupport,protectionandmovement. / Rocks
I can compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
I can describe in simple terms how fossils are formed when things that have lived are trapped within rock
I can recognise that soils are made from rocks and organic matter. / Forces & Magnets
I can compare how things move on different surfaces
I can notice that some forces need contact between two objects, but magnetic forces can act at a distance
I can observehowmagnetsattractorrepeleachotherandattractsomematerialsandnotothers
I can compareandgrouptogetheravarietyofeverydaymaterialsonthebasisofwhethertheyareattractedtoamagnet,andidentifysomemagneticmaterials
I can describemagnetsashavingtwopoles
I can predictwhethertwomagnetswillattractorrepeleachother,dependingonwhichpolesarefacing. / Living things & their habitats
I can recognise that living things can be grouped in a variety of ways
I can explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
I can recognise that environments can change and that this can sometimes pose dangers to living things. / Plants
I can identify and describe the functions of different parts of plants; roots, stem, leaves and flowers.
I can explore the requirements of plants for life and growth (air, light, nutrients from soil and room to grow) and how they vary from plant to plant.
I can investigate the ways in which water is transported within plants.
I can explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
Otters (Years 4 and 5) / Sound
I can identifyhowsoundsaremade,associatingsomeofthem withsomethingvibrating
I can recognise that vibrations from a sound travel through a medium to the ear.
I can findpatternsbetweenthepitchofasoundandfeaturesof theobjectthatproducedit.
I can findpatternsbetweenthevolumeofasoundandthe strengthofthevibrationsthatproducedit.
I can recognise that sounds get fainter as the distance from the sound source increases. / Animals including humans
I can describethesimplefunctionsofthebasicpartsofthedigestivesysteminhumans.
I can identifythedifferenttypesofteethinhumansandtheirsimplefunctions.
I can constructandinterpretavarietyoffoodchains,identifyingproducers,predatorsandprey.
I can describethechangesashumansdevelopfrombirthtooldage. / Rocks
I can compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
I can describe in simple terms how fossils are formed when things that have lived are trapped within rock
I can recognise that soils are made from rocks and organic matter. / Forces
I can explainthatunsupportedobjectsfalltowardstheEarthbecauseoftheforceofgravityactingbetweentheEarthandthefallingobject
I can identifytheeffectsofairresistance,waterresistanceandfriction,thatactbetweenmovingsurfaces
I can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. / Living things
I can recognise that living things can be grouped in a variety of ways
I can explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
I can recognise that environments can change and that this can sometimes pose dangers to living things.
I can describethedifferencesinthelifecyclesofamammal,an amphibian,aninsectandabird
I can describethelifeprocessofreproductioninsomeplantsandanimals. / Properties and changes in materials
I can 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
I can understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
I can use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
I can demonstrate that dissolving, mixing and changes of state are reversible changes
I can 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.
Animals including humans (in SRE)
Describethechangesashumansdevelopfrombirthtooldage. (year 5)
Badgers (Years 5 and 6) / Light
I can recognisethatlightappearstotravelinstraightlines.
I can usetheideathatlighttravelsinstraightlinestoexplainthatobjectsareseenbecausetheygiveoutorreflectlightintotheeye.
I can explainthatweseethingsbecauselighttravelsfromlightsourcestooureyesorfromlightsourcestoobjectsandthentooureyes.
I can use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Sound (in music)
I can identifyhowsoundsaremade,associatingsomeofthem withsomethingvibrating
I can recognise that vibrations from a sound travel through a medium to the ear.
I can findpatternsbetweenthepitchofasoundandfeaturesof theobjectthatproducedit
I can findpatternsbetweenthevolumeofasoundandthe strengthofthevibrationsthatproducedit.
I can recognise that sounds get fainter as the distance from the sound source increases. / Animals including humans
I can describe the changes as humans develop from birth to oldage.
Identify and name the main parts of the human circulatorysystem, and explain the functions of the heart, blood vesselsand blood.
I can recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
I can describe the ways in which nutrients and water aretransported within animals, including humans. / Evolution and inheritance
I recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
I can recognisethatlivingthingsproduceoffspringofthesame kind,butnormallyoffspringvaryandarenotidenticaltotheir parents.
I can identifyhowanimalsandplantsareadaptedtosuittheir environmentindifferentwaysandthatadaptationmaylead toevolution. / Properties and changes in materials
I can 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
I can understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
I can use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
I can demonstrate that dissolving, mixing and changes of state are reversible changes
I can 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. / Living things and their habitats
I can describehowlivingthingsareclassifiedintobroadgroups accordingtocommonobservablecharacteristicsandbased onsimilaritiesanddifferences,includingmicro-organisms, plantsandanimals
I can givereasonsforclassifyingplantsandanimalsbasedon specificcharacteristics. / Living things & their habitats
I describethedifferencesinthelifecyclesofamammal,an amphibian,aninsectandabird
I can describethelifeprocessofreproductioninsomeplantsandanimals.
I can describehowlivingthingsareclassifiedintobroadgroups accordingtocommonobservablecharacteristicsandbased onsimilaritiesanddifferences,includingmicro-organisms, plantsandanimals
I can givereasonsforclassifyingplantsandanimalsbasedon specificcharacteristics.
Animals including humans (in SRE)
Describethechangesashumansdevelopfrombirthtooldage.