Tregolls School – An Academy Non-Negotiables Writing skills should be taught when linked to projects where possible to ensure real world application. Science

AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2 FOWEY Y6 Y6 Animals inc Y6 Electricity Y6 Light (Revision) Y6 Evolution and Y6 Living things humans. Associate the Recognise that light inheritance and their habitats I dentify and brightness of a appears to travel in Recognise that Describe how living name the main lamp or the straight lines . use the living things have things are parts of the volume of a idea that light travels changed over time classified into human circulatory buzzer with the in straight lines to and that fossils broad groups system, and number and explain that objects are provide information according to describe the voltage of cells seen because they give about living things common observable functions of the used in the out or reflect light into that inhabited the characteristics and heart, blood circuit . the eye . explain that Earth millions of based on vessels and blood compare and give we see things because years ago . similarities and . recognise the reasons for light travels from light recognise that living differences, impact of diet, variations in how sources to our eyes or things produce including micro- exercise, drugs components from light sources to offspring of the organisms, plants and lifestyle on function, objects and then to our same kind, but and animals the way their including the eyes . use the idea normally offspring . give reasons for bodies function . brightness of that light travels in vary and are not classifying plants describe the bulbs, the straight lines to explain identical to their and animals based ways in which loudness of why shadows have the parents . identify on specific nutrients and buzzers and the same shape as the how animals and characteristics. water are on/off position objects that cast them. plants are adapted transported of switches . to suit their within animals, use recognised environment in including humans. symbols when different ways and representing a that adaptation may simple circuit in lead to evolution a diagram. Working Scientifically – Statutory Requirements for Y5/6 During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: . planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary . taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate . recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs . using test results to make predictions to set up further comparative and fair tests . reporting and presenting 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 . identifying scientific evidence that has been used to support or refute ideas or arguments. TAMAR Y5 Y5 Properties (Sound) Y5 Earth and Space Y5 Forces Y5 Animals Y5 Living things and changes of Describe the movement . Identify the including humans and their habitats materials of the Earth, and other effects of air Describe the Describe the planets, relative to the resistance, changes as humans differences in the . Compare and Sun in the solar system water develop to old age. life cycles of a group together . describe the resistance and mammal, an everyday movement of the Moon friction, that amphibian, an materials on the relative to the Earth act between insect and a bird basis of their . describe the Sun, moving surfaces . describe the life properties, Earth and Moon as . Recognise process of including their approximately spherical that some reproduction in hardness, bodies mechanisms, some plants and solubility, . use the idea of the including levers, animals. transparency, Earth’s rotation to pulleys and conductivity explain day and night gears, allow a (electrical and and the apparent smaller force to thermal), and movement of the sun have a greater response to across the sky. effect. magnets Explain that . know that unsupported some materials objects fall will dissolve in towards the liquid to form a Earth because solution, and of the force of describe how to gravity acting recover a between the substance from a Earth and the solution falling object . use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating . give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic . 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.

COBER Y4 Y4 Living things Y4 Animals Y4 States of matter Y4 Sound Y4 Electricity and their including humans habitats compare and group . identify how . identify common (classification) describe the materials together, sounds are appliances that run simple functions according to whether made, on electricity recognise that of the basic they are solids, liquids associating some . construct a living things can parts of the or gases of them with simple series be grouped in a digestive system . observe that some something electrical circuit, variety of ways in humans materials change state vibrating identifying and . explore and . identify the when they are heated . recognise naming its basic use classification different types or cooled, and measure that vibrations parts, including keys to help of teeth in or research the from sounds cells, wires, bulbs, group, identify humans and their temperature at which travel through a switches and and name a simple functions this happens in degrees medium to the buzzers variety of living . construct and Celsius (°C) ear . identify whether things in their interpret a . identify the part . find patterns or not a lamp will local and wider variety of food played by evaporation between the light in a simple environment chains, and condensation in the pitch of a sound series circuit, based . recognise that identifying water cycle and and features of on whether or not environments can producers, associate the rate of the object that the lamp is part of a change and that predators and evaporation with produced it complete loop with a this can prey. temperature. . find patterns battery sometimes pose between the . recognise that a dangers to living volume of a switch opens and things. sound and the closes a circuit and strength of the associate this with vibrations that whether or not a produced it lamp lights in a . recognise simple series circuit that sounds get . recognise some fainter as the common conductors distance from and insulators, and the sound associate metals source with being good increases. conductors. Working Scientifically – Statutory Requirements Y3/4 During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: . asking relevant questions and using different types of scientific enquiries to answer them . setting up simple practical enquiries, comparative and fair tests . making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers . gathering, recording, classifying and presenting data in a variety of ways to help in answering questions . recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables . reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions . using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions . identifying differences, similarities or changes related to simple scientific ideas and processes . using straightforward scientific evidence to answer questions or to support their findings.

TRURO Y3 Y3 Animals Y3 Magnetism Y3 Rocks, fossils and Y3 Light and Y3 Plants - including humans soils. shadows . compare how . identify and . identify that things move on . compare and group . recognise describe the animals, including different together different that they need functions of humans, need the surfaces kinds of rocks on the light in order to different parts of right types and . notice that basis of their see things and flowering plants: amount of some forces appearance and simple that dark is the roots, stem/trunk, nutrition, and need contact physical properties absence of light leaves and flowers that they cannot between two . . describe . notice that . explore the make their own objects, but in simple light is requirements of food; they get magnetic forces terms how reflected from plants for life and nutrition from can act at a fossils are surfaces growth (air, light, what they eat distance formed . recognise water, nutrients . identify that . observe how when things that light from from soil, and room humans and some magnets attract that have the sun can be to grow) and how other animals or repel each lived are dangerous and they vary from have skeletons other and trapped that there are plant to plant and muscles for attract some within rock ways to protect . investigate the support, materials and not . recognise that soils their eyes way in which water protection and others are made from rocks . recognise is transported movement. . compare and and organic matter. that shadows within plants group together a are formed . explore the part variety of when the light that flowers play in everyday from a light the life cycle of materials on the source is flowering plants, basis of whether blocked by a including pollination, they are solid object seed formation and attracted to a . find patterns seed dispersal. magnet, and in the way that identify some the size of magnetic shadows change. materials . describe magnets as having two poles . predict whether two magnets will attract or repel each other, depending on which poles are facing.

HELFORD Y2 Living things and Everyday Animals and humans. - Plants - their habitats materials Exercise, nutrition, Seeds, bulbs, and -and their uses reproduction plants . explore and Shaping compare the materials . notice that animals, . observe and differences including humans, have describe how seeds between things . identify and offspring which grow and bulbs grow into that are living, compare the into adults mature plants dead, and things suitability of a . find out about and . find out and that have never variety of describe the basic describe how plants been alive everyday needs of animals, need water, light . identify that materials, including humans, for and a suitable most living things including wood, survival (water, food temperature to live in habitats to metal, plastic, and air) grow and stay which they are glass, brick, . describe the healthy. suited and rock, paper and importance for humans describe how cardboard for of exercise, eating the different particular uses right amounts of habitats provide . find out how different types of for the basic the shapes of food, and hygiene. needs of solid objects different kinds made from some of animals and materials can be plants, and how changed by they depend on squashing, each other bending, twisting . identify and and stretching. name a variety of plants and animals in their habitats, including micro- habitats . 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.

Working Scientifically – Statutory Requirements Y1/2 During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: . asking simple questions and recognising that they can be answered in different ways . observing closely, using simple equipment . performing simple tests . identifying and classifying . using their observations and ideas to suggest answers to questions . gathering and recording data to help in answering questions.

CAMEL Y1 Animals Everyday Plants Seasonal Identify and materials Including common changes name some flowers and trees and common animals. . distinguish their basic structure . observe Know their between an changes across structure. object and the . identify and name a the four Know main human material from variety of common wild seasons body parts. which it is made and garden plants, . observe and . identify and including deciduous and describe . identify and name a variety of evergreen trees weather name a variety of everyday . identify and describe associated with common animals materials, the basic structure of a the seasons and including fish, including wood, variety of common how day length amphibians, plastic, glass, flowering plants, varies. reptiles, birds metal, water, and including trees. and mammals rock . identify and . describe the name a variety of simple physical common animals properties of a that are variety of carnivores, everyday herbivores and materials omnivores . compare and group together a . describe and variety of compare the everyday structure of a materials on the variety of basis of their common animals simple physical (fish, amphibians, properties. 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. ALLEN/FAL YR Children to know about similarities and differences in relation to places, objects, materials and living things. They can talk From about the features of their own immediate environment and how environments might vary from one another. They will make understanding of observations of animals and plants and explain why some things occur, and talk about changes. the world ELG CARNON Nursery Children will enjoy playing with small-world models such as a farm, a garage, or a train track. They will notice detailed features of objects in their environment. They will be able to comment and ask questions about aspects of their familiar world such the place where they live or the natural world. They can talk about some the things they have observed such as plants, animals, natural and found objects. They can talk about why things happen and how things work. Children will develop an understanding of growth, decay and changes over time. They will learn how to show care and concern for living thiings and the environment. KENWYN ARB As Camel

Curriculum compiled by: Sarah Scott Subject Leader September 2015

*The content above must be taught. However, there is some flexibility between Y1/2, Y3/4 and Y5/6 topics and when they are taught. If changes are made please notify the subject leader. Further useful information can be found in the non statutory guidance in the National Curriculum document.