Science

Autumn	Spring	Summer
All creatures great and small To give reasons for classifying plants and animals based on specific characteristics. To describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals To give reasons for classifying plants and animals based on specific characteristics To 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.	Survival of the fittest! Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents in the context of inheritance. Identify how animals and plants are adapted to suit their environment in different ways in the context of environmental variation. Identifying scientific evidence that has been used to support or refute ideas or arguments; Identify how adaptation may lead to evolution by examining the theories of evolution constructed by Darwin and Wallace. Identifying scientific evidence that has been used to support or refute ideas or arguments; Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of the evolution of plants and animals. Identifying scientific evidence that has been used to support or refute ideas or arguments; Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of the evolution of human beings. Identify how adaptation may lead to evolution by examining the advantages and disadvantages of specific adaptations and the role of human intervention in the process of evolution.	Over the rainbow To recognise that light appears to travel in straight lines. To 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. To 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. To recognise that light appears to travel in straight lines. To identify scientific evidence that has been used to support or refute ideas or arguments
Pump it! Identify and name the main parts of the human circulatory system, and describe the function of the heart, blood vessels and blood. Describe the ways in which nutrients and water are transported within animals, including humans. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary; record data and results of increasing complexity using classification keys, tables, scatter graphs, bar and line graphs; report findings from enquiries, including conclusions and degree of trust in results, in written forms by reporting and presenting the findings of their enquiry.	Buzzing brains Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the major discoveries made by scientists in the field of electricity. Use recognised symbols when representing a simple circuit in a diagram by observing and explaining the effect of different volts in a circuit. Associate the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in the circuit by observing and explaining the effect of different volts in a 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 Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary by investigating the relationship between wire length and the brightness of bulbs or the loudness of buzzers. Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs 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 by conducting an investigation, presenting and report findings on the effect of wire length on the brightness of bulbs or the loudness of buzzers. Using test results to make predictions to set up further comparative and fair tests by planning and conducting a further investigation.	Sublime scientists To report and present findings from enquiries, including causal relationships, in oral and written forms such as displays and other presentations in the context of Stephen Hawking and his findings on black holes. To give reasons for classifying plants and animals based on specific characteristics in the context of Libbie Hyman’s work on classifying vertebrates and invertebrates. To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function in the context of exploring Marie Maynard Daly’s findings on diet and heart-health. To record data using scatter graphs in the context of Fleming’s discovery of penicillin. To identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood in the context of finding out about Dr Daniel Hale Williams, then labelling the parts and functions of the circulatory system. To recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of Mary Leakey’s fossil findings in the Olduvai Gorge. To use recognised symbols when representing a simple circuit in a diagram in the context of the invention of Apple computers and the life of Steve Jobs.

Autumn

Spring

Summer

All creatures great and small

To give reasons for classifying plants and animals based on specific characteristics.
To describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
To give reasons for classifying plants and animals based on specific characteristics
To 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.

Survival of the fittest!

Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents in the context of inheritance.
Identify how animals and plants are adapted to suit their environment in different ways in the context of environmental variation.
Identifying scientific evidence that has been used to support or refute ideas or arguments; Identify how adaptation may lead to evolution by examining the theories of evolution constructed by Darwin and Wallace.
Identifying scientific evidence that has been used to support or refute ideas or arguments; Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of the evolution of plants and animals.
Identifying scientific evidence that has been used to support or refute ideas or arguments; Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of the evolution of human beings.
Identify how adaptation may lead to evolution by examining the advantages and disadvantages of specific adaptations and the role of human intervention in the process of evolution.

Over the rainbow

To recognise that light appears to travel in straight lines.
To 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.
To 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.
To recognise that light appears to travel in straight lines.
To identify scientific evidence that has been used to support or refute ideas or arguments

Pump it!

Identify and name the main parts of the human circulatory system, and describe the function of the heart, blood vessels and blood.
Describe the ways in which nutrients and water are transported within animals, including humans.
Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary; record data and results of increasing complexity using classification keys, tables, scatter graphs, bar and line graphs; report findings from enquiries, including conclusions and degree of trust in results, in written forms by reporting and presenting the findings of their enquiry.

Buzzing brains

Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the major discoveries made by scientists in the field of electricity.
Use recognised symbols when representing a simple circuit in a diagram by observing and explaining the effect of different volts in a circuit.
Associate the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in the circuit by observing and explaining the effect of different volts in a 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 Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary by investigating the relationship between wire length and the brightness of bulbs or the loudness of buzzers.
Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs 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 by conducting an investigation, presenting and report findings on the effect of wire length on the brightness of bulbs or the loudness of buzzers.
Using test results to make predictions to set up further comparative and fair tests by planning and conducting a further investigation.

Sublime scientists

To report and present findings from enquiries, including causal relationships, in oral and written forms such as displays and other presentations in the context of Stephen Hawking and his findings on black holes.
To give reasons for classifying plants and animals based on specific characteristics in the context of Libbie Hyman’s work on classifying vertebrates and invertebrates.
To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function in the context of exploring Marie Maynard Daly’s findings on diet and heart-health.
To record data using scatter graphs in the context of Fleming’s discovery of penicillin.
To identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood in the context of finding out about Dr Daniel Hale Williams, then labelling the parts and functions of the circulatory system.
To recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of Mary Leakey’s fossil findings in the Olduvai Gorge.
To use recognised symbols when representing a simple circuit in a diagram in the context of the invention of Apple computers and the life of Steve Jobs.

Science

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