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Curriculum 2019/2020
Science —Skills Progression
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
EYFS Progression & Skills
Wo
rking Scien
tifi
cally
Ask simple questions and recognise
that they can be answered in differ-
ent ways
Use simple equipment to observe
closely
Perform simple tests
Identify and classify
Use his/her observations and ideas
to suggest answers to questions
Gather and record data to help in
answering questions
Ask simple questions and recognise
that they can be answered in differ-
ent ways including use of scientific
language from the national curricu-
lum
Use simple equipment to observe
closely including changes over time
Perform simple comparative tests
Identify, group and classify
Use his/her observations and ideas
to suggest answers to questions
noticing similarities, differences and
patterns
Gather and record data to help in
answering questions including from
secondary sources of information
Ask relevant questions and use
different types of scientific enquiries
to answer them
Set up simple practical enquiries,
comparative and fair tests
Make systematic and careful obser-
vations and, where appropriate, take
accurate measurements using stand-
ard units, using a range of equip-
ment, including thermometers and
data loggers
Gather, record, classify and present
data in a variety of ways to help in
answering questions
Record findings using simple scien-
tific language, drawings, labelled
diagrams, keys, bar charts, and tables
Report on findings from enquiries,
including oral and written explana-
tions, displays or presentations of
results and conclusions
Use results to draw simple conclu-
sions, make predictions for new
values, suggest improvements and
raise further questions
Identify differences, similarities or
changes related to simple scientific
ideas and processes (Year 3 focus)
Use straightforward scientific evi-
dence to answer questions or to
support his/her findings
Ask relevant questions and use
different types of scientific enquiries
to answer them
Set up simple practical enquiries,
comparative and fair tests
Make systematic and careful obser-
vations and, where appropriate, take
accurate measurements using stand-
ard units, using a range of equip-
ment, including thermometers and
data loggers
Gather, record, classify and present
data in a variety of ways to help in
answering questions
Record findings using simple scien-
tific language, drawings, labelled
diagrams, keys, bar charts, and
tables
Report on findings from enquiries,
including oral and written explana-
tions, displays or presentations of
results and conclusions
Use results to draw simple conclu-
sions, 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 evi-
dence to answer questions or to
support his/her findings
Plan different types of scientific
enquiries to answer questions,
including recognising and control-
ling variables where necessary
Take measurements, using a range
of scientific equipment, with in-
creasing accuracy and precision,
taking repeat readings when appro-
priate
Record data and results of increas-
ing 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,
causal relationships and explana-
tions of and degree of trust in
results, in oral and written forms
such as displays and other presenta-
tions
Identify scientific evidence that has
been used to support or refute
ideas or arguments
Plan different types of scientific en-
quiries to answer their own or others'
questions, including recognising and
controlling variables where necessary
Take measurements, using a range of
scientific equipment, with increasing
accuracy and precision, taking repeat
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, causal
relationships and explanations of and
degree of trust in results, in oral and
written forms such as displays and
other presentations
Report and present 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
Describe and evaluate their own and
other people’s scientific ideas related
to topics in the national curriculum
(including ideas that have changed over
time), using evidence from a range of
sources
Group and classify things and recognise
patterns
Children use everyday lan-guage to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve prob-lems.
Curriculum 2019/20
Science —Skills Progression
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
EYFS Progression & Skills
Wo
rking Scien
tifi
cally
Explore, play and discuss Simple predictions (verbal) Equipment: Rulers, tape measures etc. Magnifying glass Quadrant Scales Measuring jugs Hoops—Venn diagrams Recording data: Tables
Venn diagrams
Tally chart
Pictograms
Bubble up
Explore, play and discuss Simple predictions (written) Equipment: Rulers, tape measures etc. Magnifying glass Quadrant Scales Measuring jugs Hoops—Venn diagrams Plants—seeds, soil, pots Recording data: Tables
Venn diagrams
Tally chart
Pictograms
Write a sentence about their
findings.
Explore and discuss
Set up given investigations
Carry out given investigations Gather & record data using bar
charts, tables, labelled diagrams &
keys
Equipment: Rulers, tape measures etc. Torches Different rocks Magnifying glass Quadrant Scales Measuring jugs Recording data: Tables
Venn diagrams
Tally chart
Bar chart
Pictograms
Written and oral findings Simple conclusions Make further predictions from find-ings
Explore and discuss
Set up given investigations
Carry out given investigations
Gather & record data using bar
charts, tables, labelled diagrams &
keys
Equipment: Rulers, tape measures etc. Thermometers Datalogger Sound meter Magnifying glass Quadrant Scales Measuring jugs Recording data: Tables
Venn diagrams
Tally chart
Bar chart
Pictograms
Written and oral findings Simple conclusions Make further predictions from findings
Explore and discuss
Plan own investigation
Form an enquiry
Form a hypothesis
Predict with reasons—hypothesis,
dependent variables, independent
variables, control variables, fair test,
anomalies, conclusion
Measurement: Length
Mass
Capacity
Mass
Capacity
Force
Temperature
Speed
Volume
Scientific symbols
Equipment: Scales Data logger Newton meter Trundle meters Rulers, tape measure, meter sticks Thermometer Stop watch Measuring cylinder Measuring jugs
Recording data: Graphs
Diagrams
Classification keys
Tables
Charts
Explore and discuss
Plan own investigation
Form an enquiry
Form a hypothesis
Predict with reasons—hypothesis,
dependent variables, independent
variables, control variables, fair test,
anomalies, conclusion
Measurement: Length
Mass
Capacity
Force
Mass
Capacity
Temperature
Speed
Volume
Scientific symbols
Electrical symbols
Equipment: Scales
Data logger
Trundle meters
Newton meter
Rulers, tape measure, meter sticks
Thermometer
Stop watch
Measuring cylinder
Measuring jugs
Recording data: Graphs
Diagrams
Classification keys
Tables
Charts
Explore, play and discuss Simple predictions (verbal) Equipment: Textile materials Rulers Measuring jugs Non-standard measure-ments Floating & Sinking Sorting activities using large circles Magnets Recording data: Tally charts drawn on the
floor in chalk
Curriculum 2019/20
Science —Skills Progression
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
EYFS Progression & Skills
An
imals in
clud
ing H
um
ans
Identify and name a variety of common
animals including fish, amphibians, reptiles,
birds and mammals
Classification Come up with definitions for
each group and understand features of
each—do they live on land, in water? How
could they be sorted? Identify features for
each type of animals (asking questions like
does it have wings, fins, scales).
Identify and classify using observations to
suggest answers to questions
Identify and name a variety of common
animals that are carnivores, herbivores and
omnivores
Definitions of main terms, what are the
food types (transfer knowledge of dino-
saurs from EYFS to year 1), names of
animals, types of teeth (use descriptions
flat, sharp)(again transfer from dinosaurs)
Describe and compare the structure of a
variety of common animals (fish, amphibi-
ans, reptiles, birds and mammals, including
pets)
Identify, name, draw and label the basic
parts of the human body and say which
part of the body is associated with each
sense—name the 5 senses and link each
sense to a part of the body, go on senses
walk
Notice that animals, including humans,
have offspring which grow into adults
Match animals to their young, introduce
life cycles, eggs vs live babies (link back to
birds, reptiles, mammals), look at life
stages briefly and introduce vocabulary
for baby, toddler, child, teenager, adults
etc., observe differences at different life
stages (things they can/cannot do—cross
curricular with PSHE)
Find out about and describe the basic
needs of animals, including humans, for
survival (water, food and air) Diet of
animals (link back to herbivore, carnivore,
omnivore). Describe what would happen
if animals didn’t get their basic needs.
Describe the importance for humans of
exercise, eating the right amounts of
different types of food, and hygiene
Name and identify different types of food
and food groups. Introduce vocab—
protein, carbohydrate, fruit, vegetable
and healthy plate.
Identify that animals, including humans,
need the right types and amount of nutri-
tion, and that they cannot make their own
food; they get nutrition from what they eat
Understand term nutrition, nutrients.
Understand there are different types of
food. 1 Carbohydrates. 2 Proteins 3) dairy
4 )Fruit and vegetables 5) Fats and sugars.
Vitamins minerals. Gather, record, classify
and present data How do we benefit from
nutrition?
Understand healthy proportions of each
food type. Having knowledge of hunter
gatherers, scavengers etc. hunter, gatherer,
scavenger
Identify that humans and some other
animals have skeletons and muscles for
support, protection and movement. What
is the purpose of a bone? The Skull, Shoul-
der girdle, Arm, Hand, Ribs, Spine, Coccyx,
Pelvic girdle, Leg - Femur, Tibia, and Fibula,
Ankle, Foot Labelled diagram. What is the
purpose of a muscle? Help you to move,
pump blood, digest food and breathe
Contract, relax Labelled diagram of mus-
cle—tendon, fibre bundle, connective
tissue, muscle fibre Biceps, triceps. Generic
facts—heart and tongue are muscles, 350
in the body and muscular system is the
largest system in the body
What does support mean? What do they
need support for? What does protection
mean? What do they need protection
from?
What does movement mean? Why do they
need to move? How do they move? Enquiry
Describe the simple functions of the basic
parts of the digestive system in humans .
What happens to the food we eat?
Enquiry Where does our food go? Turned
into energy to help our muscles move
What does the term system suggest? If
one part were to fail the whole system
would stop working What does the term
function mean? The purpose of some-
thingWhat are the body parts used in the
digestive system? Labelled diagram
Mouth, tongue, throat (oesophagus),
stomach, small intestine, large intestine,
pancreas, anus.
Identify the different types of teeth in
humans and their simple functions What
is the purpose of teeth? Reduce size of
food to prevent choking Molars, incisors,
canines, premolars—compare and
contrast. Gather, classify and present
data Baby teeth and adult teeth – com-
pare and contrast.
Construct and interpret a variety of food
chains, identifying producers, predators
and prey . What does construct and
interpret mean? Make and understand
What does a food chain show? The
relationship between the animals and
what they eat Identify difference, similari-
ties and changes. What do the words
predator, prey and producer mean? If
farmers put down pesticides to remove
pests what will happen further down the
food chain?
Record findings using simple scientific
language, drawings, labelled diagrams,
keys, bar charts, and tables
Identify differences, similarities or changes
related to simple scientific ideas and
processes
Describe the changes as humans develop to old age.
Understand gestation, birth, infancy,
childhood, adolescence, adulthood, old age
and related ages. Understand physical
growth until adulthood. Create timeline to
indicate stages of growth I humans.
Link to lifecycles (Year 5 Living things and
habitats)
Identify scientific evidence that has been
used to support or refute ideas or argu-
ments—compare and analyse gestation
periods of different types of animals.
Collect and compare data on average
heights as we grow up.
Identify and name the main parts of the
human circulatory system, and describe the
functions of the heart, blood vessels and
blood
Vocabulary: Structure of heart, types of blood
vessels, structure of lungs, oxygen, carbon
dioxide. Recall systems already studied—
digestive system (year 4) and importance of
getting blood around the body for muscles
(year 3)
Record using scientific diagrams and labels
Recognise the impact of diet, exercise, drugs
and lifestyle on the way their bodies function
Pulse rate, heart rate, breathing rate, effect of
drugs (legal and illegal) on body
Record data and results using tables, and line
graphs and use repeat readings
Describe the ways in which nutrients and
water are transported within animals, includ-
ing humans—blood vessels, heart, lungs and
links to digestive system
Causal relationships and explanations
They make observations of animals and plants and explain why some things occur, and talk about changes. Real life animals to observe and explore (fish, frog spawn, chicks). Naming and grouping animals. Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Recognising, naming and sorting food.
Curriculum 2019/20
Science —Skills Progression
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
EYFS Progression & Skills
Living th
ings an
d th
eir hab
itats
Explore and compare the differences
between things that are living, dead, and
things that have never been alive
How do you know if something is living or
dead? It moves, it breathes, takes in food,
grows (NERG)
Humans, animals and objects (materials
that make up objects)
Identify, group and classify
Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other What is a habitat? How is the animal
suited to that habitat? Fish have gills to
breathe in water, polar bears have thick
fur to keep warm, birds have wings to fly
etc. What does the word suited mean?
What are the basic needs of an animal?
Movement, food, shelter. Sorting Match
animals to habitats and what they eat.
Identify and name a variety of plants and animals in their habitats, including micro-habitats. Tally charts, identification guides.
Describe how animals obtain their food
from plants and other animals, using the
idea of a simple food chain, and identify
and name different sources of food.
(Linked to animals including humans)
Recognise that living things can be
grouped in a variety of ways. Vertebrates ,
in vertebrates
Explore and use classification keys to help
group, identify and name a variety of living
things in their local and wider environ-
ment
Recognise that environments can change
and that this can sometimes pose dangers
and have an impact on living things.
Deforestation, change of land use
Gather, record, classify and present data in
a variety of ways to help in answering
questions
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
Research and describe the life cycle of
different living things, e.g. mammal,
amphibian, insect bird. Compare and
analyse the differences between different
life cycles. Describe the process of repro-
duction in plants. Explain how new plants
can be grown from cuttings and bulbs.
Why is pollination so important to garden-
ers and farmers? If rabbits have so many
babies, why isn’t the world covered in
rabbits? Why does a frog need to produce
so many tadpoles?
Take measurements and present findings
from enquiries. Make regular observations
over a few months.
Describe how living things are classified into
broad groups according to common observa-
ble characteristics and based on similarities
and differences, including micro-organisms,
plants and animals
Give reasons for classifying plants and animals
based on specific characteristics .
Create classification keys
Record data and results of increasing com-
plexity using scientific diagrams and labels,
classification keys, tables, scatter graphs, bar
and line graphs
Group and classify things and recognise
patterns
Children know about similarities and differences in relation to places, objects, materials and living things. They make observations of animals and plants and explain why some things occur, and talk about changes. Naming and grouping animals.
Curriculum 2019/20
Science —Skills Progression
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
EYFS Progression & Skills
Mate
rials
Distinguish between an object and the material from which it is made Name materials, match objects and
materials, compare objects.
Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
Describe the simple physical prop-erties of a variety of everyday mate-rials Key vocab—hard, soft bendy, trans-
parent, thick, thin, fluffy
Compare and group together a
variety of everyday materials on the
basis of their simple physical proper-
ties
Identify and classify
Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and card-board for particular uses Key vocab—rigid, transparent
Identify, group and classify
Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
Compare and group together everyday
materials on the basis of their properties,
including their hardness, solubility,
transparency, conductivity (electrical
and thermal), and response to mag-
nets
Understand related vocabulary, be able to
apply scientific vocabulary when explaining
uses of materials.
Give reasons, based on evidence from
comparative and fair tests, for the
particular uses of everyday materials,
including metals, wood and plastic
Recognise that some materials will
dissolve in liquid to form a solution, and
describe how to recover a substance
from a solution Understand related vocab-
ulary, be able to apply in explanations..
Understand why a material has ben
used for a purpose. Use scientific
diagrams and labels.
Use knowledge of solids, liquids and
gases to decide how mixtures might be
separated, including through filtering,
sieving and evaporating Investigate and
apply knowledge
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 Plan different types of scientific
enquiries to answer questions, including recognising and controlling variables where necessary . Record data and results of increasing
complexity using scientific diagrams and
labels,
Use test results to make predictions to set
up further comparative and fair tests
Children know about similar-ities and differences in relation to places, objects, materials and living things. Exploration of a range of materials. Comparing and sorting.
Curriculum 2019/20
Science —Skills Progression
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
EYFS Progression & Skills
Force
s & M
agnets
Compare how things move on differ-
ent surfaces
Notice that some forces need
contact between two objects, but
magnetic forces can act at a distance
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
Set up simple practical enquiries,
comparative and fair tests
Identify scientific evidence that has
been used to support or refute ideas
or arguments
Explain that unsupported objects fall
towards the Earth because of the force of
gravity acting between the Earth and the
falling object . What is gravity? Explain
some of the effects of gravity. What
would happen if there was no gravity?
What would happen if the force of gravity
on Earth was bigger? Understand force of
gravity related o mass of objects. Consid-
er effects of other masses e.g. Sun and
moon.
Identify the effects of air resistance,
water resistance and friction, that act
between moving surfaces . Identify and
observe a variety of forces that slow
things down. 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 repeat
readings when appropriate . (Scales on
force meters, stopwatches, lmeasrure-
men of length ) Record data, present in
tables and graphs
Recognise that some mechanisms,
including levers, pulleys and gears, allow
a smaller force to have a greater effect .
Be able to explain how levers, pulleys,
springs and gears transfer force and
motion
Design and make machines that use
levers, pulleys, springs and gears What is
meant by a machine?
Does a machine have to be complicated?
How do machines work? Give examples.
How do machines differ?
Curriculum 2019/20
Science —Skills Progression
EYFS Progression & Skills
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
Electricity
Identify common appliances that run
on electricity—classifying applianc-
es, experiential, batteries and mains
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—draw
circuits but don’t use recognised
symbols for different components.
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 conduc-
tors and insulators, and associate
metals with being good conductors
Set up simple practical enquiries,
comparative and fair tests
Use a range of equipment including
light bulbs, wires, buzzers
Record findings using tables
Use straightforward scientific evi-
dence to answer questions or to
support his/her findings
Plan different types of scientific
enquiries to answer their own or
others' questions, including recog-
nising and controlling variables
where necessary
Recall circuit symbols for cell, battery,
switch, motor and buzzer.
Record using scientific diagrams and
labels
Construct simple circuits using bulbs,
motors, buzzers and switches.
Recognise and explain what is needed
for a circuit to work. To present find-
ings and conclusions.
Record data and results using tables,
and line graphs and use repeat read-
ings
Use test results to make predictions to
set up further comparative and fair
tests
Associate the brightness of a lamp or
the volume of a buzzer with the num-
ber and voltage of cells used in the
circuit
Compare and give reasons for varia-
tions in how components function,
including the brightness of bulbs, the
loudness of buzzers and the on/off
position of switches
Use recognised symbols when repre-
senting a simple circuit in a diagram
Curriculum 2019/20
Science —Skills Progression
EYFS Progression & Skills
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
Evolu
tio
n &
Inh
eritance
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 off-
spring of the same kind, but normally off-
spring 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
Describe and evaluate their own and other
people’s scientific ideas related to topics in
the national curriculum (including ideas that
have changed over time), using evidence from
a range of sources
Group and classify things and recognise
patterns
Light
Recognise that he/she needs 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 eyes Recognise that light from the sun can be dangerous and that there are ways to protect eyes Find patterns in the way that the size of shadows change Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermome-ters and data loggers Plan different types of scientific enquiries
to answer their own or others' questions,
including recognising and controlling
variables where necessary
Take measurements, using a range of
scientific equipment, with increasing
accuracy and precision, taking repeat
readings when appropriate
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
Record using scientific diagrams and labels
Record data and results using tables, and line
graphs and use repeat readings
Use test results to make predictions to set up
further comparative and fair tests
Curriculum 2019/20
Science —Skills Progression
EYFS Progression & Skills
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
Sou
nd
Identify how sounds are made, associating some of them with something vibrating
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
Find 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
Set up simple practical enquiries, compara-tive and fair tests
Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermom-eters and data loggers / sound meter / precise reading of scales.
Use of tables and graphs. Make plausible
Season
al Ch
anges
Observe changes across the four seasons
Know months of the year and which months are in which seasons and the names of those seasons. Know the features of each season and how they differ
Know colours associated with each season and the textures. Know what snow, rain, hail etc are
Basic measuring of temperature using simple equipment and comparing hot with cold. To know how to protect yourself in different weather conditions e.g. sun-cream, umbrella, jumpers, wellies
Mention hibernation and lifecycle/reproduction (in spring?)
Observe and describe weather associated with the seasons and how day length varies
Curriculum 2019/20
Science —Skills Progression
EYFS Progression & Skills
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
Plan
ts
They make observations of animals and plants and explain why some things occur, and talk about changes. Forest schools.
Identify and name a variety of common wild and garden plants, including decidu-ous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Label diagrams of plants with main parts—
leaves, stems, trunk, flower
Sunflower, daffodil, runner bean.
Use simple equipment to observe closely
Observe and describe how seeds and bulbs grow into mature plants .Sunflower, daffodil, runner bean Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy Begin to learn the role of main parts of a
plant like root and leaves.
Describe how a plant changes as it grows
and what it needs to grow.
Observe changes and measure using
simple equipment, gather and record
data, perform simple tests
Life cycle of a seed or bulb
Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Label diagrams of flowering plants. (dissecting alstroemeria)
What role/purpose does each part have (leaves, roots carry water— how?). How each part links to growth.
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 flower-ing plants, including pollination, seed formation and seed dispersal Set up simple practical enquiries, compara-
tive and fair tests
Record findings using simple scientific
language, drawings, labelled diagrams,
keys, bar charts, and tables
Curriculum 2019/20
Science —Skills Progression
EYFS Progression & Skills
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
Earth &
Space
Describe the movement of the Earth, and
other planets, relative to the Sun in the
solar system.
Learn that the sun is a star at the centre of
our solar system. Name planets in order of
distance from sun.
Investigate the way that ideas about the
solar system have developed. Understand
how the geocentric model of the solar
system gave way to the heliocentric model.
Describe the movement of the Moon
relative to the Earth.
Understand that a moon is a celestial body
that orbits a planet . Explain how the moon
orbits the Earth to create a month.
Describe the Sun, Earth and Moon as
approximately spherical bodies. Identify
scientific evidence that has been used to
support or refute ideas or arguments.
Compare evidence that supports spherical
vs flat Earth.
Use the idea of the Earth's rotation to
explain day and night and the apparent
movement of the sun across the sky.
Use a model of the sun and Earth that
enables explanation of day and night.
Compare the time of day at different places
on the Earth through internet links and
direct communication.
Observe and measure shadows throughout
day. Construct simple shadow clocks and
sundials.
Curriculum 2019/20
Science —Skills Progression
EYFS Progression & Skills
Year 1 Progression & Skills
Year 2 Progression & Skills
Year 3 Progression & Skills
Year 4 Progression & Skills
Year 5 Progression & Skills
Year 6 Progression & Skills
Ro
cks
Compare and group together differ-
ent kinds of rocks on the basis of
their appearance and simple physical
properties
Gather, record, classify and present
data in a variety of ways to help in
answering questions . Identify differ-
ences, similarities or changes related
to simple scientific ideas and process-
es (Year 3 focus)
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
States o
f Matt
er
Compare and group materials togeth-er, 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 tempera-ture at which this happens in degrees Celsius (°C)
Make systematic and careful observa-tions and, where appropriate, take accurate measurements using stand-ard units, using a range of equipment, including thermometers and data loggers .
Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Use straightforward scientific evidence to answer questions or to support his/