Progression Map for Science
Autumn 1 | ||||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
Theme overview | Animals, including humans (Parts of the Body) Seasons | Living things and their habitats | Forces and Magnets | Sound | Properties and changes of materials | Electricity |
Key Content (Skills/knowledge) | - Identify, name, draw and label the basic parts of the human body and say which is associated with which sense. - Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games and rhymes. - observe changes across the four seasons - Gather data using simple secondary sources. Record data in tables and charts to help in answering questions | - explore and compare the differences between things that are living, dead, and things that have never been alive - 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 - observe patterns and relationships - Ask simple questions, recognising they can be answered in different ways. | -compare how things move on different surfaces -recognise that some forces need contact between two objects, bt magnetic forces can act at a distance -observe how magnets attract or repel each other and attract some materials and not others -Identify, compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet -Identify some magnetic materials -explore strengths of different magnets -fair test find a fair way to compare them -find patterns in the way that magnets behave in relation to each other -Identify how these properties make magnets useful in everyday items and suggest creative uses for different magnets -raise questions and carry out tests -observe and compare how different things move on different surfaces, gather and record data and group them - Making systematic and careful observations - Identify differences, similarities or changes related to simple scientific ideas and processes - Use simple scientific language, drawings, labelled diagrams, keys, bar charts, graphs and tables. - Setting up simple practical enquiries, comparative and fair tests - Ask simple questions -report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions | - 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 - Making systematic and careful observations - Taking accurate measurements using standard units, using a range of equipment. - Identify differences, similarities or changes related to simple scientific ideas and processes - Use simple scientific language, drawings, labelled diagrams, keys, bar charts, graphs and tables. - Setting up simple practical enquiries, comparative and fair tests | 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 Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution 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. | associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Use recognised symbols when representing a simple circuit in a diagram. |
KPIs | Y1.4 Name the main parts of the body, including those related to the 5 senses Y1.7 Describe how the weather varies with the season | Y2.5 Describe the basic needs of humans and other animals (water, food, air) | Y3.10 Identify whether or not materials are magnetic Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements | Y4.1 Take accurate measurements using a range of scientific apparatus Y4.8 Explains how sounds are made and heard Y4.2 Present findings using tables, graphs and charts as appropriate | Y5.2 Report conclusions and explanations from scientific investigations Y5.4 Explain how mixtures can be separated through filtering, sieving and evaporating Y5.5 Explain that some irreversible changes form new materials | Y6.9 Explain how the number of voltage of cells affects bulbs, buzzers or motors in a circuit Y6.10 Use recognised symbols when representing a simple circuit in a diagram. |
Core Vocabulary | head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth autumn, winter, spring, summer, rain, clouds, sun, snow, hail, frost, sleet, wind, | Living, dead, food chain, alive, healthy, depend on each other, source of food, | magnetic, poles, strength , relationship, behave, properties, grouping, sorting, | Vibration , range, musical, pitch, volume, sound, patterns, objects, thickness, size, insulation, play | materials, hardness, solubility, transparancy, conductivity, electrical, thermal, magnets, solution, dissolve, solid, liquid, gas, separation, filtering, filtration, sieving, evaporating, everyday material, change of state, reversible, irreversible, burning, rusting, reaction, melting, chemist, | symbols, components, switches, bulbs, buzzer, motor, simple circuit, series circuits, systematically, |
Autumn 2 | ||||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
Theme overview | Materials Properties | Living things and their habitats | Light | Materials – States of matter | Forces | Living things and their habitiats |
Key Content (Skills/knowledge) | - distinguish between an object and the material from which it is made - identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock - describe the simple physical properties of a variety of everyday materials (hard/soft; stretchy/stiff; shiny/dull; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent) - compare and group together a variety of everyday materials on the basis of their simple physical properties | - 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 - identify and name a variety of plants and animals in their habitats, including microhabitats - Identify and classify - Communicate their findings in a range of ways, beginning to use scientific language. | -explore what happens when light reflects off a mirror or other reflective surface Play games to help them think of -questions about how light behaves E.g. Why is it important to protect our eyes from bright light -observe and measure shadows and find out how they are formed and what might cause them to change -Record observations and measurements using appropriate reporting format - look for patterns - Setting up simple practical enquiries, comparative and fair tests -report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions -Make systematic and careful observations | - compare and group materials together, 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 temperature at which this happens in degrees Celsius (°C) (States of Matter) - Use simple scientific language, drawings, labelled diagrams, keys, bar charts, line graphs and tables. - Setting up simple practical enquiries, comparative and fair tests | explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Identify the effects of air resistance, water resistance and friction, that act between moving surfaces Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. | describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals give reasons for classifying plants and animals based on specific characteristics. |
KPIs | Y1.2 Organise objects or materials into group Y1.6 Describe the simple physical properties of a variety of everyday materials | Y2.3 Describe how some plants and animals are suited to different habitats Y2.5 Describe the basic needs of humans and other animals (water, food, air) | Y3.9 Explain how shadows are formed Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements | Y4.6 Compare and group materials together, according to whether they are solids, liquids or gases Y4.2 Present findings using tables, graphs and charts as appropriate | Y5.8 Identify the effects of gravity, air resistance, water resistance and friction Y5.9 Identify simple mechanisms including levers, pulleys and gears that increase effect of a force. | Y6.4 Classify some plants, animals or micro-organisms, explaining the choices made |
Core Vocabulary | hard/soft; stretchy/stiff; shiny/dull; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent; brick; paper; fabrics; elastic; foil | Habitat, natural environment, home, micro-habitat, log, leaf litter, plants, familiar habitat, ocean, seashore, woodland, rainforest, | light, protect, bounce, bright lights, shadows, formed, light source, distance, object | Solid, liquid, gas, temperature, condensation, materials, hold shape, heated, cooled, reversible, irreversible, thermometer, CO2, evaporation, states of matter, changes | Forces, resistance, effects, air resistance, fall, move, faster, slower, friction, movement, stops, brake, lever, pulley, gear, simple machines, Gailieo, Isaac Newton, gravity, shapes, springs, | classification, micro-organisms, living, plants, animals, subdivision, classify, invertebrates (insects, spiders, snails, worms), vertibrates (reptiles, fish, amphibians, birds, mammals), Carl Linnaeus, key, identify, immediate environment, |
Spring 1 | ||||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
Theme overview | Plants | Plants | Rocks | Animals, including humans | Living things and habitats | Light |
Key Content (Skills/knowledge) | - identify and name a variety of common wild and garden plants, including deciduous and evergreen trees - identify and describe the basic structure of a variety of common flowering plants, including trees - Ask simple questions (about plants growing in their habitat, observe the growth of flowers (and vegetables) that they have planted.) | - observe and describe how seeds and bulbs grow into mature plants -find out and describe how plants need water, light and a suitable temperature to grow and stay healthy - Observing closely, using simple equipment (thermometer and data logger) and measurements. - Record data to help in answering questions (table, graph for continuous data) | -observe and describe different types of rocks and soils -observe and explore rocks including those in buildings and gravestones noticing how they have changed over time -classify rocks according to whether they have grains or crystals -observe and explore whether fossils are contained within rocks - Ask relevant questions about the way soils are formed -report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions -Make systematic and careful observations | - 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 - construct and interpret a variety of food chains, identifying producers, predators and prey. - Asking relevant questions and using different types of scientific enquiries to answer them - Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions - Setting up simple practical enquiries, comparative and fair tests | describe the life process of reproduction in some plants and animals. Oberserve changes over time Asking pertinent questions - Predict reasons - related the outcome from an enquirey to scientific knowledge in order to state whether evidence supports or refutes and argument or theory. | 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. |
KPIs | Y1.3 Name the main parts of plants and trees | Y2.3 Describe how some plants and animals are suited to different habitats Y2.4 Describe the basic needs for plant growth (light, water, appropriate temperature) Y2.1 Use simple equipment for observations Y2.2 Collect information to help to answer scientific questions | Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements Y3.7 Identify the three main rock types and describe their properties Y3.8 Describe how fossils are formed. | Y4.4 Describe the simple functions of the basic parts of the digestive system in humans Y4.5 Construct and interpret a variety of food chains, identifying producers, predators and prey. | Y5.3 Describe the life process of reproduction in some plants and animals. | Y6.8 Use diagrams to explain how we see things |
Core Vocabulary | Deciduous, evergreen, leaves, flowers, blossom, petals, fruit, roots, bud, seed, trunk, branches, stem | Germination, growth, survival, reproduction, seeds, bulbs, comparative test, light, water, continuous data | rocks, rubbed together, fossils, appearance, alive, organic matter, soil, similarities, differences, changes, water | Digestive system, mouth, tongue, teeth, esophagus, stomach, intestine, canines, molars, pre-molars, incisors, predator, prey, primary producers, food chain, | plants, reproduction, sexual reproduction, plants, rainforest, local, ocean, pre-historic, similarities and differences, parent plant, seed, stem, root cutting, tubers, bulbs, changes | light sources, reflection, shadows, rearview mirror, periscope, straight lines, rainbows, colours, bent in water, filters |
Spring 2 | ||||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
Theme overview | Weather and Seasons | Animals, including humans (lambing trip) | Animals, including humans - skeletons and muscles and nutrition | Electricity | Earth and Space | |
Key Content (Skills/knowledge) | - observe changes across the four seasons - observe and describe weather associated with the seasons (weather changes; not to look into the sun) and how day length Varies - Gather data using simple secondary sources. Record data in tables and bar charts to help in answering questions (categorical data) | - notice that animals, including humans, have offspring which grow into adults -Ask simple questions, recognising they can be answered in different ways. -Observing closely, using simple equipment and measurements. (observe patterns and relationships) | - identify that humans and some animals have skeletons and muscles for support, protection and movement -identify that animals including humans, need different amounts of nutrition, and that they cannot make their own food; they get nutrition from what they eat. -Ask relevant questions using different types of scientific enquiries to answer them -Identify similarities and differences and use simple keys -Make systematic and careful observations -report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions | - identify common appliances that run on 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 - 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 conductors and insulators, and associate metals with being good conductors - Setting up simple practical enquiries, comparative and fair tests | describe the movement of the Earth, and other planets, relative to the Sun in the solar system Describe the movement of the Moon relative to the Earth Describe the Sun, Earth and Moon as approximately spherical bodies Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. | 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 offspring of the same kind, but normally offspring 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. |
KPIs | Y1.7 Describe how the weather varies with the season | Y2.1 Use simple equipment for observations Y2.2 Collect information to help to answer scientific questions | Y3.6 Explain some functions of skeletons and muscles in animals Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements | Y4.9 Construct a simple series electrical circuit, identifying and naming its basic parts | Y5.6 Describe the movement of the Earth, and other planets, relative to the Sun Y5.7 Explain day and night on earth, and the apparent movement of the Sun | Y6.6 Recognise that living things produce offspring which are not usually identical to their parents Y6.7 Identify how adaptation of plants and animals over time may lead to evolution. |
Core Vocabulary | autumn, winter, spring, summer, rain, clouds, sun, snow, hail, frost, sleet, wind, categorical data, bar chart | Reproduction, growth, offspring, adults | skeleton, shull, femur, pelvis, ribs, spine, humerus, hand, tibia, radius and ulna, foot, collar, knee-cap bicep, tricep, quadricep, contract, relax, movement, joint, lever, force, rotate, pull, pivot, energy, hamstring, tendon, antagonistic | Simple series, electrical circuit, cells, wires, bulbs, switches, buzzers, switch, open and closed circuits, metals, common conductors, insulators, pictorial representation, safety, patterns, brighter | Model, sun, moon, earth, day, night, star, centre of the solar system, Mercury, venus, earth, mars, jupiter, saturn, uranus, neptune, pluto, dwarf planet, celestial body, orbit, planet, geocentric, heliocentric, Ptolemy, Alhazen, Copernicus, shadow, sundials, calibrated, astronomical | fossils, characteristics, parents, offspring, breeds of dogs, variation, less or more able to survive, environment, palaeontologists, Mary Anning, Charles Darwin, Alfred Wallace, evolution, genes, chromosomes, adapted, extreme conditions, advantage, disadvantage, |
Summer 1 | ||||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
Theme overview | Animals, including humans | Animals, including humans | Plant growth | Materials (states of matter) | Animals, including humans | |
Key Content (Skills/knowledge) | - identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals - describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) - Explore and answer questions | - find out about and describe the basic needs of animals, including humans, for survival (water, food and air) - describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene | - identify and describe the functions of different parts of flowering plants:roots, stem/trunk, leaves and flowers -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 -questioning 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 observations and, where appropriate, taking accurate measurements using standard units using a range of equipment including thermometers and data loggers -recording findings using simple scientific language, drawings and labelled diagrams, keys bar charts and tables -report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions | - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature - Making systematic and careful observations - Use simple scientific language, drawings, labeled diagrams, - Report on findings using oral and written explanations | describe the changes as humans develop to old age. | |
KPIs | Y1.5 Describe and compare the features of different groups of animals | Y2.5 Describe the basic needs of humans and other animals (water, food, air) Y2.6 Explain the importance of diet, exercise and hygiene | Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements Y3.4 Describe the main requirements for plant growth (air, light, water, nutrients from soil, and room to grow) | Y4.7 Explain the main stages of the water cycle | describe the changes as humans develop to old age. | |
Core Vocabulary | fish, amphibians, reptiles, birds, mammals, pets, local environment | Survival, healthy, basic needs, exercise, hygiene, nutrition, food, diet, air | flowering plants:roots, stem/trunk, leaves and flowers requirements, life, growth,air, light, water, nutrients from soil, room to grow, vary | Water cycle, condensation, lake, river, sea, ground water, ocean, stream, reservoir, aquifer, purification, clouds, evaporation, filtration, filtered, chlorine, bacteria, | Stages, growth, development, humans, changes, puberty, gestation, other animals, length, mass, baby, | |
Summer 2 | ||||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
Theme overview | Animals, including humans | Uses of everyday materials | Plants - nutritional requirements and life cycle | Living things and their habitats | Living things and their habitats | |
Key Content (Skills/knowledge) | - identify and name a variety of common animals that are carnivores, herbivores and omnivores - observe changes across the four seasons | - identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses - questioning - find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching - Different materials are used for the same thing (eg, wooden spoon, metal, plastic, but not glass.) Explain why properties make them suitable or unsuitable. - Perform simple tests using simple measurements and equipment | -investigate the way in which water is transported within plants -explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal -questioning 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 observations and, where appropriate, taking accurate measurements using standard units using a range of equipment including thermometers and data loggers -recording findings using simple scientific language, drawings and labelled diagrams, keys bar charts and tables -report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions | - recognise that living things can be grouped in a variety of ways - explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment - recognise that environments can change and that this can sometimes pose dangers to living things - Identify and classify - Asking relevant questions and using different types of scientific enquiries to answer them | describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird | |
KPIs | Y1.5 Describe and compare the features of different groups of animals Y1.7 Describe how the weather varies with the season | Y2.7 Describe different uses of materials according to their properties | Y3.1 Set up simple fair tests Y3.2 Collect and present data from scientific experiments Y3.3 Use results from experiments to draw simple conclusions or suggest improvements Y3.5 Explain the main stages of plant reproduction (pollination, fertilisation, seed dispersal) | Y4.3 Use a classification key to identify plants or animals | Y5.3 Describe the life process of reproduction in some plants and animals. | |
Core Vocabulary | fish, amphibians, reptiles, birds, mammals, pets, local environment autumn, winter, spring, summer, rain, clouds, sun, snow, hail, frost, sleet, wind | Wood, metal, plastic, glass, brick, rock, paper, cardboard, uses, solid object, shapes, properties, suitable, unsuitable | pollen, anther, sepal, stem, ovule, style, stigma, petal, stem, leaf, root, nutrition, support, reproduction, pollination, fertilisation, seed dispersal, stem, flower | Classification, guide, key, explore, identify, plants, local, living, grouping, flowering plants, non-flowering plants, vertebrates, mammals, fish, amphibians, birds, reptiles, invertebrates, snails, slugs, worms, spiders, insects, human impact, positive, negative, nature parks, reserves, pollution, plastics, building sites, demolition, litter, deforestation, prey availability | life-cycle, local environment, throughout the year, changes, naturalists, animal behaviourists, David Attenborough, Jane Goodall, sexual, asexual, plants, | |