TREGOLLS SCHOOL-AN ACADEMY: SCIENCE CURRICULUM - statutory requirements* (and non negotiables) AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2 Y6 Y6 Animals inc humans. I dentify and name the main 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. Y6 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 use recognised symbols when representing a simple circuit in a diagram. Y6 Recognise that 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. (Revision) Y6 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 Y6 Living things and their habitats
and that adaptation may lead to evolution 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, 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 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. Y5 Y5 Properties and changes of materials Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and (Sound) Y5 and Space Describe the movement of the and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, and Moon as approximately spherical bodies Y5 Forces Identify the effects of air resistance, resistance and friction, that act between moving surfaces Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to Y5 Animals including humans Describe the changes as humans develop to old age. Y5 Living things and habitats
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. humans and their simple functions construct and interpret a variety of food chains, identifying producers, predators and prey. measure or research the temperature at which this happens in degrees Celsius (°C) identify the part played by evaporation and condensation in the cycle and associate the rate of evaporation with temperature. 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. 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 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.
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 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, 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 Identify and name some common animals. Know their structure. Know main human body parts. Everyday materials distinguish between an object and the material from which it is made Plants Including common flowers and trees and their basic structure identify and name a variety of common wild and garden plants, including Seasonal changes observe changes across the four seasons observe and describe weather
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) identify, name, draw and label the basic parts of the human body and say which part of 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. deciduous and evergreen trees identify and describe the basic structure of a variety of common flowering plants, including trees. associated with the seasons and how day length varies.