Science

 At Sudbourne we teach science in very hands-on way, allowing the children to explore the wonders of the world around them through investigation. In order to encourage this we stipulate that each topic taught must include two opportunities for the children to investigate an open ended question. We also foster open minded thinking and encourage the children to make links in their knowledge and understanding, we do this by the use of mind maps at the beginning and end of each topic where children can express their knowledge and understanding in words and/or pictures. In addition to this we encourage open thinking by providing children with pictures or actual objects that they must identify possible connections between or indeed spot the odd one out. This promotes discussion and allows children to express their reasoning to the rest of the class.

 

Phase 1 (Years 1 and 2)

Cycle A

Cycle B

T1

 

Living things and habitats 1.1

  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

T1

 

T1: Living things and habitats 1.4

  • identify and name a variety of plants and animals in their habitats, including microhabitats
  • explore and compare the differences between things that are living, dead, and things that have never been alive

 

T2

 

Living things and habitats 1.2

  • 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

T2

 

Plants 3

  • 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.

T3

Living things and habitats 1.3

  • 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.

 

T3

Materials

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

T4

Materials

  • 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
  • compare and group together a variety of everyday materials on the basis of their simple physical properties

T4

Seasonal change

  • observe changes across the four seasons
  • observe and describe weather associated with the seasons and how day length varies

T5

 

Plants 1

  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

T5

 

Animals 1

  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

T6

Plants 2

  • observe and describe how seeds and bulbs grow into mature plants

T6

Animals 2

  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

 

Phase 2 (Years 3 and 4)

Cycle A

Cycle B

T1

 

Electricity

  • identify common appliances that run on electricity
  • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches, 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.

T1

 

Living things and habitats – classifying and grouping

  • 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.

 

 

T2

 

Animals and humans – anatomy

  • identify that humans and some other animals have skeletons and muscles for support, protection and movement
  • 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

 

T2

 

Forces and magnets

  • compare how things move on different surfaces
  • notice that some forces need contact between two objects, but magnetic forces can act at a distance
  • observe how magnets attract or repel each other and attract some materials and not others
  • 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 and predict whether two magnets will attract or repel each other, depending on which poles are facing.

T3

Animals and humans – health, nutrition and food

  • 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

T3

Sound

  • 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.

 

 

 

T4

Living things and habitats 2.1

  • recognise that living things can be grouped in a variety of ways

 

T4

Plants – life cycles

  • 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
  • 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.

T5

 

Animals and humans – food chains

  • construct and interpret a variety of food chains, identifying producers, predators and prey

T5

 

Rocks

  • compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
  • 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

T6

Light

  • recognise that they need light in order to see things and that dark is the absence of light
  • 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.
  • notice that light is reflected from surfaces
  • recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • recognise that shadows are formed when the light from a light source is blocked by an opaque object
  • find patterns in the way that the size of shadows change.

T6

States of matter

  • 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)
  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

 

 

Phase 3 (Years 5 and 6)

Cycle A

Cycle B

T1

 

Living things and habitats – Classifying

  • 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.

T1

 

Properties and changes of materials – Properties

  • 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

 

T2

 

Forces – Levers, gears and pulleys

  • 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.

T2

 

Electricity

  • 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
  • Recognise symbols when representing a simple circuit in a diagram.

 

T3

Animals including humans - Evolution and inheritance

  • 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.

T3

Earth and space

  • 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.

 

T4

Properties and changes of materials – Filtering, sieving, evaporating

  • 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

 

 

 

T4

Living things and habitats – Life cycles and processes

  • 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.

 

T5

 

Animals including humans – Me and my body

  • describe the changes as humans develop to old age.
  • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

 

T5

 

Light

  • 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.

 

T6

Properties and changes of materials – Reversible and Irreversible changes

  • 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.

 

T6

Animals including humans – Inside my body

  • 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.

 

 

 

Phase 1
We expect the children to have a basic understanding of themselves and that they can identify similarities and difference between themselves and others and between themselves and other animals. They should also be able to make sense of the world around them.

Phase 2
We expect children to have a deeper understanding of themselves as human beings and understand the importance of plants in everyday life. They should also be able to comment on the properties of the materials around them and make decisions about their suitability for different purposes.

Phase 3
We expect children to understand humans are just one organism among very many that are interdependent upon one another and that each organism has a life cycle. They should also understand that planet Earth is just one celestial body in space that relies on light from the Sun and that forces play a major role in all our lives here on Earth. They should also begin to develop an understanding of materials at a molecular level to explain their properties.