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PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS).

It is not the intention of these resources to specifically exemplify the working scientifically statements. However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts.

The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders.

Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

PLAN Primary Science - Supporting Assessment

Key Learning Possible Evidence

Secure Show understanding of a concept by using scientific vocabulary correctly

Overview paragraph describing curriculum Key vocabulary – list of words

Possible ways to demonstrate key learning, particularly correct usage of vocabulary

Apply knowledge in familiar related contexts

Suggestions of contexts to use. Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet. The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary. In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool.

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Structure of the resources

Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times.

The prior NC statements relevant to the topic area are also stated and use to determine pupils knowledge at the start of the unit.

Each slide has been annotated with coloured text. Please see key below:

Red Commentary to explain how evidence meets/does not meet NC statements

Blue Commentary to highlight features of working scientifically

Green Pupil Speak

Grey Other relevant information eg. vocabulary used

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Contents of the materials

Pupils should be taught to: • describe the importance for humans of exercise, eating the right amounts

of different types of food, and hygiene.

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Year 2 Statement – Prior learning

Pupils should be taught to: • 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

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Year 3 Statement – Prior learning

Pupils should be taught to: • describe the simple functions of the basic parts of the digestive system in

humans • identify the different types of teeth in humans and their simple functions

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Year 4 Statements

Pupils should be taught to: • 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

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Year 6 Statements

Assessment guidance

Key learning Evidence

Shows understanding of a concept using scientific vocabulary correctly

The heart pumps blood in the blood vessels around to the lungs. Oxygen goes into the blood and carbon dioxide is removed. The blood goes back to the heart and is then pumped around the body. Nutrients, water and oxygen are transported in the blood to the muscles and other parts of the body where they are needed. As they are used they produce carbon dioxide and other waste products. Carbon dioxide is carried by the blood back to the heart and then the cycle starts again as it is transported back to the lungs to be removed from the body. This is the human circulatory system. Diet, exercise, drugs and lifestyle have an impact on the way our bodies function. They can affect how well out heart and lungs work, how likely we are to suffer from conditions such as diabetes, how clearly we think, and generally how fit and well we feel. Some conditions are caused by deficiencies in our diet e.g. lack of vitamins. Key vocabulary Heart, pulse, rate, pumps, blood, blood vessels, transported, lungs, oxygen, carbon dioxide, nutrients, water, muscles, cycle, circulatory system, diet, exercise, drugs and lifestyle

Can draw a diagram of the circulatory system and label the parts and annotate it to show what the parts do Produces a piece of writing that demonstrates the key knowledge e.g. explanation text, job description of the heart

Applying knowledge in familiar related contexts, including a range of enquiries

Create a role play model for the circulatory system Carry out a range of pulse rate investigations • Fair test – effect of different activities on my pulse rate • Pattern seeking – exploring which groups of people

may have higher or lower resting pulse rates • Observation over time - how long does it take my

pulse rate to return to my resting pulse rate (recovery rate)

• Pattern seeking – exploring recovery rate for different groups of people

Learn about the impact of exercise, diet, drugs and lifestyle on the body. This is likely to be taught through direct instruction due to its sensitive nature

Use the role play model to explain the main parts of the circulatory system and their role Can use subject knowledge about the heart whilst writing conclusions for investigations Can explain both the positive and negative effects of diet, exercise, drugs and lifestyle on the body Present information e.g. in a health leaflet describing impact of drugs and lifestyle on the body

Initial assessment activity – to check on current understanding of the circulatory system • identify and name the main parts of the human circulatory system, and describe

the functions of the heart, blood vessels and blood

The class were asked to draw a picture of what they thought the inside of their body looked like. They then went outside for a bit of exercise and were asked to describe what they felt and the outward effects of exercise were.

Some key vocabulary being used

Melissa is showing awareness of the organs associated with the circulatory systems – heart and lungs.

Researching the parts of the human circulatory system • identify and name the main parts of the human circulatory system, and describe

the functions of the heart, blood vessels and blood Children were given the opportunity to research the different parts of the circulatory system to create a more technically labelled diagram.

Accurate function descriptions are given with some use of technical vocabulary

Melissa has been able to explain the purpose of the circulatory system and its basic parts, as well as being able to link the processes and their relationships to each other. Some of the researched information is beyond KS2 expectations (arteries, veins and capillaries). Melissa is not currently showing awareness of the double circulatory system.

Writing about the human circulatory system in the form of a job description • identify and name the main parts of the human circulatory system, and describe

the functions of the heart, blood vessels and blood • describe the ways in which nutrients and water are transported within animals,

including humans Link to literacy: children were asked to write a job description for the heart. They were asked to think about the formality of the language that they used as well as the technical vocabulary.

Melissa was able to recognise the location of the heart in the body, its role in the circulatory system and how it links to other parts of the circulatory system. She is not yet secure on the blood transporting nutrients and water around the body.

Modelling then writing about the human circulatory system • describe the ways in which nutrients and water are transported within animals,

including humans

Link to literacy: children were asked to write a description of how the circulatory system works in humans.

Melissa was able to recognise that the blood also collects nutrients from the digestive system. She has not discussed the transport of water, but did demonstrate this during the role play.

After a workshop ‘Glorious Blood’ run by the Science Museum the class took on the role of a part of the circulatory system (as well as other various parts of the body) and acted out how the heart, blood and vessels help to keep us alive.

Melissa revisited parts of her writing after further discussion with her group and final role play – recalling why the blood is pumped to the lungs.

Melissa now shows a secure understanding of the function of the circulatory system

Feeling and listening to heart beats • identify and name the main parts of the human circulatory system, and describe

the functions of the heart, blood vessels and blood

In groups, the children decided which heart shown was approximately the right size and shape. They then explained their reasoning. See activity below.

Children were asked to place their fists where they thought their hearts were located in their bodies. They were also given stethoscopes to listen to the heart beat. They noted down all the clues they could think of to support

Melissa demonstrates further understanding of how you can recognise the position of the heart in the body and the accurate size of the organ. She has demonstrated an effective use of vocabulary.

Writing about pulse rates • identify and name the main parts of the human circulatory system, and describe

the functions of the heart, blood vessels and blood

Children were asked to write a definition for a pulse. We then discussed how we can feel our heartbeat in various parts of our body and what this means.

Melissa’s wording was not quite clear here. The teacher spoke with her to discuss the word order and she orally re-worded her statement: ‘As the blood is transported through the veins and arteries, the sound we hear is the pulse.’ ‘The faster the sound of the pulse, the higher the pulse rate.’

Working Scientifically and recording data about pulse rates • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies

function Cross-curricular link to maths. Doubling and finding averages. Children recorded how many times they felt their hearts beat in 30 seconds, and then used this to work out the beats per minute.

The children were then asked to decide how to present the data from the whole class.

Melissa was able to accurately gather and record data in a style of her own choosing.

Melissa correctly chose to use a bar chart and chose an appropriate scale for the y axis.

Ardavan chose a slightly different way to draw his table. He chose not to show his full working out for his average heart rate.

Ardavan chose to use a different scale and a different graph-type to record his information. However, this wasn’t the correct graph type to use and the scale is less appropriate.

This slide shows how children were given the opportunity to choose their method for recording their bpm and had to choose the scale and the graph type for their data.

Working Scientifically and recording data about pulse rates contd. • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies

function

Pattern Seeking – activity, pulse rate and breathing rate

This activity goes beyond the necessary subject knowledge but was completed due to interest by the children. The class were completing a pattern-seeking activity relating action and pulse rate. However, the children were interested in the correlation between physical activity and breathing rate (though this is a different system in the body). Melissa chose to include a

concept cartoon to document the idea she was covering. Melissa chose to include a

table to document gathered information that supported her understanding.

Melissa further explains the correlations she found between activity, breathing and pulse

Children were tasked with writing a non-chronological report for Literacy. The class discussed Healthy Living and its effect on their bodies linked with PSHE. Each day, the children undertook researching a different area of healthy living and writing one section of their report. The majority of this linked to the science topic.

Research activity – cross-curricular with Literacy recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Research activity – cross-curricular with Literacy cont’d recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Children were tasked with writing a non-chronological report for Literacy. The class discussed Healthy Living and its effect on their bodies linked with PSHE. Each day, the children undertook researching a different area of healthy living and writing one section of their report. The majority of this linked to the science topic.

Research activity – cross-curricular with Literacy cont’d recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Children were tasked with writing a non-chronological report for Literacy. The class discussed Healthy Living and its effect on their bodies linked with PSHE. Each day, the children undertook researching a different area of healthy living and writing one section of their report. The majority of this linked to the science topic.

This extended piece of writing shows that Melissa has a good understanding of the impact of diet, exercise, drugs and lifestyle on the way the body functions.

Melissa continues to use her knowledge about the circulatory system in this piece of writing

Secure

Melissa’s understanding of the circulatory system progressed throughout the unit. She consistently, correctly uses the names of the main parts of the circulatory system and can describe the function of each part. She understands that the blood carries useful substances to parts of the body where they are needed – oxygen and nutrients particularly. She is aware that the blood also transports water. She was able to demonstrate the double circulatory system during the role play activity and subsequently in her writing.

Her final report shows a secure understanding of the impact of diet, exercise, drugs and lifestyle on the way the body functions.

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Overall Summary

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Acknowledgements

All materials were created in the school