iPrimary Science Scheme of Work

The following document provides a suggested order of teaching. Please note that the order in which topics are taught within a year
group is open to change depending on the needs of students or of a particular region (for example, different regions may want to move
topics around plants to their growing season).

Year 1
Topic iPrimary objectives Activities
Living Things B1.1A Know that animals and plants are living things. Sort living and non-living things;
B1.1B Distinguish between living and non-living things. Investigate living things in the local
B1.1C Understand that animals and plants change as they grow. environment and classify them; Identify
animals and group them by features or
location; Investigate favourite animals;
Understand some basic needs of living
things; Look at how some living things
change over time, through research and
photographs.
Myself B1.2A Know that humans need food, water and air to stay alive. Identify and name major body parts;
B1.2B Know the five senses and link these to the corresponding sense Identify what some major parts of the
organ. human body are used for (e.g. arm, hand,
B1.2C Understand that humans use sense organs to detect changes in leg, eyes) and label a body map; Explore
their surroundings. the senses and go on a sensory walk,
B1.2D Identify external parts of the human body to include head, neck, record what you see, hear, etc.; Discuss
limbs and digits, skin and other sense organs. and record a human’s basic needs and
B1.2E Compare observable similarities and differences between investigate how these are met;
humans. Understand how humans change over
B1.2F Understand that humans grow and change as they grow older.
 time through looking at photographs and
identifying key differences.
Sorting and C1.1A Recognise that objects can be made from different materials. Describe and compare physical
grouping C1.1B Name and identify some common materials. properties of some everyday solid and
materials C1.1C Understand that different materials have particular properties. liquid materials; Name and identify
C1.1D Describe simple properties of materials using senses. For common materials and sort them by their
example: hard, rough, smooth and shiny. characteristics; Compare different
C1.1E Understand that materials can be sorted in a number of ways, materials for specific purposes and
including colour, texture and hardness. identify the most suitable.
Light and dark P1.1A Understand that light comes from a source and that shiny objects Identify sources and reflectors of light on
are not sources of light. Earth; Identify the sun as a source of light
P1.1B Identify common sources of light and understand that they can and the moon as a reflector of light;
vary in brightness. Understand the importance of light and
P1.1C Know that the Sun is the source of light for the Earth and compare how it is used; Investigate how light can
differences between night and day. be used as a signal; Explore how light can
P1.1D Understand that we need light to see and that darkness is the be made; Begin to understand how plants
absence of light. and animals use light.
Animals B1.3A Describe the key observable features of common animals Examine and identify key features of
(vertebrates only). some local, familiar animals and look at
B1.3B Group animals by their observable external features. some non-familiar animals as well;
B1.3C Understand that movement is a life process and describe ways in Identify and group animals into
which animals move. mammals, birds, fish, reptiles and
B1.3D Understand that growth is a life process and that all animals grow amphibians, decide on criteria for sorting
and change as they become older. into each group; Identify features that
B1.3E Describe different ways in which animals change as they grow help animals move and differences
older (vertebrates only). between these from animal to animal;
B1.3F Understand that nutrition is a life process and appreciate that Group animals according to what they
different animals have different diets. eat; Understand how some animals
change as they get older.
Plants B1.4A Recognise examples of plants in the local and wider environment. Identify features of small, local plants and
B1.4B Know that plants have leaves, stems and roots. label these; Identify key features of trees;
B1.4C Understand that some plants have flowers and these can be a Collect and label examples of local plants,
variety of shapes and colours. group these and explain groupings;
B1.4D Recognise and name plant parts on familiar local examples. Understand how plants grow and change;
B1.4E Understand that plants can grow from seeds and bulbs. Identify fruits and vegetables as parts of
B1.4F Understand that plants need water, air and light to grow well. Set plants.
up a simple practical test to grow suitable plants from seed and observe
the effect of removing first water, then air, then light.
B1.4G Understand that plants can provide food for humans and other
animals.
Pushes and P1.2A Observe and describe different ways of moving. Identify pushes and pulls in the classroom
pulls P1.2B Know that pushes and pulls can make objects start or stop and explore how we use these forces;
moving. Observe and explain how people use
P1.2C Recognise pushes and pulls as forces and classify simple pushes and pulls to move themselves and
examples of each. objects; Observe and identify pushes and
pulls in the wider world; Explore how the
level of force used in a push or pull
affects the object it is being exerted upon;
Investigate if pushes and pulls can be
exerted without physical contact.
Year 2
Topic iPrimary objectives Activities
Health and B2.1A Understand that humans need the correct amounts of water and Understand what humans need to survive
growth food to stay alive. and be healthy; Name the main food
B2.1B Understand that there are many types of food and humans may groups and some foods in them; Explain
have different diets. how exercise keeps us healthy; Show
B2.1C Understand what is meant by a balanced diet. what kinds of care young humans and
B2.1D Know the main food groups and be able to categorise food by animals need and plan care for an
type. imaginary pet or sibling; Understand how
B2.1E Understand the need for exercise to stay healthy. to use food and medicines safely and
B2.1F Understand that human and animal offspring need differing types create a poster explaining this.
and amounts of parental care while they are growing.
B2.1G Understand that personal and food hygiene is important to
maintain health.
B2.1H Understand why humans take medicines and recognise hazards
associated with taking and storing medicines.
Sound P2.1A Understand the term ‘source’ as the place where a sound Investigate sounds in the local
originates. environment; Compare sounds, predict
P2.1B Recognise and describe sounds made in different ways from a and investigate sources; Know some
variety of sources. sources and record perceived volumes;
P2.1C Understand that loud sounds may damage hearing. Discuss the fact that loud sounds can be
P2.1D Understand that sounds travel from a source to our ears. harmful; Begin to understand that sound
P2.1E Explain how sounds can be made louder or quieter by changing travels and takes time to travel; Begin to
the distance from the source. explore how ears work.
Living things B2.2A Understand the term ‘habitat’ as being the place where animals Explore the local environment; Discuss
in the and plants are found living. and record local plants and animals;
environment B2.2B Understand that within a habitat there may be smaller Explore local habitats and gather data;
microhabitats. Explain what habitats are; Discuss and
 B2.2C Recognise that animals and plants may have features that best decide on ways living things may be
suit them to a particular habitat in order to survive. suited to their habitats; Investigate
B2.2D Understand that living things may be interdependent. interdependence in animals, including
B2.2E Understand that environmental factors, such as availability of food chains; Explore how the
food, water, light and shelter, may affect the distribution of animals and environment affects living things and
plants. their behaviour.
Materials: C2.1A Understand that the same object can be made from a variety of Discuss the meaning of ‘materials’;
properties different materials. Explore the materials that common
and uses C2.1B Compare examples of materials that are naturally occurring with objects are made out of and name
those that are not. common materials; Explore objects made
C2.1C Understand that particular properties of materials can make them of multiple materials; Notice patterns in
suitable for particular uses. the use of materials; Compare natural
C2.1D Distinguish between the terms ‘hard’/‘soft’, ‘stretch’y/‘stiff’, and artificial materials; Group materials
‘shiny’/‘dull’, ‘rough’/‘smooth’ and ‘bendy’/‘not bendy’. by their properties and describe how
C2.1E Group materials according to their properties. their properties may make them good at
C2.1F Justify the use of a particular material for a particular purpose their job; Test materials for suitability for
based on the properties of the material. a given task.
C2.1G Compare properties of a variety of materials using comparative
and fair tests.
Space P2.2A Know that the Earth, Sun and Moon are part of our Solar System. Share knowledge about the Moon, Solar
P2.2B Describe how the shape of the Moon appears to change over System and Earth; Discuss and investigate
time. the Sun and other stars; Begin to share
P2.2C Know that the Sun is one of many stars in space and that stars key ideas about space; Understand the
can form constellations. effect of the lack of gravity (or lower
P2.2D Understand the term ‘astronaut’ and describe simple aspects of gravity) in space; Sketch constellations
living in space and space travel. and relate these to research in books or
on a computer.
Invertebrates B2.3A Identify a variety of common invertebrates using pictures and Understand what an invertebrate is;
simple keys. Research common invertebrates;
B2.3B Describe the key observable features of common invertebrates. Investigate common invertebrates in the
B2.3C Group invertebrates according to shared features. local environment; Decide on
B2.3D Describe how some invertebrates change as they grow using invertebrates’ common features;
simple life cycles. Research the life cycle of selected
invertebrates; Create a simple
presentation on the life cycle of an
invertebrate’; Compare life cycles
between invertebrates.
Year 3
Topic iPrimary objectives Activities
Magnets and P3.2A Understand that a force is needed to make objects move. Understand that magnets have different
forces P3.2B Describe and compare how a range of objects move on different poles; Investigate the effect of magnets
surfaces and slopes. on different materials; Explore the
P3.4A Describe magnets as having two poles, known as North and strength and effect of different magnets
South. and design an investigation to measure
P3.4B Distinguish between the terms ‘attract’ and ‘repel’. their effectiveness; Explore the effect of
P3.4C Predict whether two magnets will attract or repel each other, magnets on each other; Research some
depending on which poles are facing. uses of magnets in everyday life;
P3.4D Understand that some forces need contact between two objects, Understand and design fair tests.
but magnetic forces can act at a distance.
P3.4E Identify materials that are magnetic and those that are non-
magnetic and apply this to practical uses of magnets.
Animal B3.1A Group animals according to observable features. Group animals according to their features
adaptations B3.1B Use a simple dichotomous key to identify animals. and explain groupings; Record and group
B3.1C Describe ways in which animals are suited to the environment in local animals; Explain how animals may
which they are found. be adapted to their environments; Make
B3.1E Predict the likely habitat of a variety of animals from the predictions about the likely environment
adaptations that they show. of unfamiliar animals; Design an animal
adapted to a given environment; Group
animals according to their environment.
Rocks and C3.1A Understand that different rocks have different physical properties Recognise that difference rocks have
soils and observable features. different characteristics; Investigate the
C3.1B Compare and contrast the properties and observable features of properties of selected rocks; Group rocks
different rocks. according to observable properties;
C3.1C Identify different rocks using research, by comparing to samples Explore the meaning of sedimentary,
and/or from information about their properties (such as a key). igneous and metamorphic rocks and
 C3.1D Describe how sedimentary, igneous and metamorphic rocks are regroup materials according to these
formed. labels; Compare groupings by observable
C3.1E Understand that the formation of different types of rocks affects features with technical groupings and
whether they may contain fossils. discuss differences or similarities;
C3.1F Explain that over time rocks can be broken down into smaller Understand and investigate breaking
pieces by processes such as weathering. down rocks; Recognise the composition of
C3.1G Understand that soil contains small parts of rocks and organic common soils and sort and group soils;
matter. Explore the make-up of different soils.
C3.1H Compare and contrast the different characteristics of soils such
as colour, texture and drainage.
C3.1I Identify different soils using research by comparing to samples
and/or using information about their properties (such as a key).
Light P3.1A Understand that we need light in order to see things and that Discuss the idea of a light source;
dark is the absence of light. Investigate light sources and the effect of
P3.1B Understand that light comes from a source and know some the absence of light; Decide on an
sources of light. experiment to prove if something is a
P3.1C Understand that some materials block light and are described as light source; Discuss how light is useful;
being ‘opaque’. Investigate shadows and create shadow
P3.1D Explain that although some objects can reflect light, they are not puppets and shadow clocks; Investigate
light sources. the cause of shadows and how shadows
P3.1E Understand that when light from a source is blocked by an alter depending on the direction of the
opaque object, a shadow can form that is the same shape as the object. related light source.
P3.1F Understand patterns in the way that the size of shadows change.
P3.1G Distinguish between the terms ‘transparent’, ‘translucent’ and
‘opaque’.
Teeth B3.2A Recognise that human teeth are not all the same size or shape. Share knowledge and address
B3.2B Identify and name the main types of teeth in humans: incisor, misconceptions about teeth; Investigate
canine, premolar and molar. how teeth change over time; Decide how
to look after our teeth; Examine own and
 B3.2C Relate the shape of a tooth to its function, for example, slicing, each other’s teeth and classify according
tearing, chewing or grinding food. to use; Distinguish between different
B3.2D Know that teeth are part of the digestive system and are used to tooth types; Group animals according to
physically break down food for swallowing. diet and compare tooth type to diets;
B3.2E Compare the basic types of teeth in a variety of animals. Write explanations of the difference
B3.2F Identify herbivores and carnivores from their dentition and relate between tooth types and use.
the type of teeth in a variety of animals to their diet.
B3.2G Distinguish between the terms ‘herbivore’, ‘omnivore’ and
‘carnivore’.
Feeding B3.3A Understand that food is a basic need and that the availability of Recall the needs of animals, highlight
relationships food affects the size of animal populations and their distribution. food; Explore how the availability of food
B3.3B Distinguish between the terms ‘producer’ and ‘consumer’. affects the distribution of animals;
B3.3C Understand that plants make their own food but animals depend Compare producers and consumers;
on plants and/or other animals as a food source. Group herbivores, omnivores and
B3.3D Distinguish between the terms ‘predator’ and ‘prey’. carnivores; Sort animals by characteristics
B3.3E Consider the interrelationship between predators and prey. and group into predator and prey; Create
B3.3F Interpret and construct simple, linear food chains involving three food chains from local animals/habitats.
or four organisms.
B3.3G Identify producers, consumers, herbivores, carnivores, predators
and prey in a variety of simple food chains and food webs.
Using and C3.2A Compare a range of materials with different properties. Group materials by observed
changing C3.2B Describe how objects made from some materials can be altered characteristics; Gather information on
materials by squashing, bending, twisting and squeezing. materials in the local environment;
C3.2C Understand that some objects can be changed by physical forces Design ‘briefs’ for materials required for
but cannot be changed back easily. specific jobs and source these materials;
C3.2D Understand that some materials can change when they are Design items (for example, a coat or a
heated and/or cooled and this can change their properties. protective screen) to meet a particular
C3.2E Distinguish between the terms ‘melting’, ‘freezing’, ‘evaporating’ need; Investigate how materials can be
and ‘condensing’. manipulated and altered and devise
 experiments to test this; Compare
reversible and irreversible changes.
Friction P3.3A Describe friction as a contact force that acts between surfaces to Investigate practical uses of friction;
slow down movement. Compare characteristics of ‘high’ friction
P3.3B Describe some ways in which friction between solid surfaces can materials; Explain how friction is used and
be increased and decreased. can be helpful or harmful; Plan and carry
out fair testing on factors that affect
friction; Gather and interpret data.
Year 4
Topic iPrimary objectives Activities
Skeleton and B4.3A Understand that humans have internal skeletons that provide Discuss knowledge about bones and
muscles support and protection and allow movement. address misconceptions; Plan and carry
B4.3B Identify and locate the skull and rib cage and understand their out research into topic; Research and
function in protecting vital organs. identify the location of major bones;
B4.3C Understand the term joint as a place where bones meet and Explore why we have bones; Investigate
describe the extent of movement of a variety of joints. the range of movement of various joints
B4.3D Understand the terms contract and relax in relation to and compare them to each other; Design
antagonistic muscle action resulting in movement. a diet to keep muscles and bones healthy.
B4.3E Know that bones are important for producing blood cells.
B4.3F Explain the importance of exercise and diet in maintaining healthy
muscles and bones.
Making and P4.1A Explain that sounds come from a source and can travel through Identify and compare sound sources;
changing solids, liquids and gases. Understand that sounds travel through a
sounds P4.1B Understand that vibrations from sounds travel through a medium medium and investigate travel through
to the ear. different mediums; Explain what volume
P4.1C Understand that some materials are effective in preventing means and how it is measured; Order
vibrations from sound sources reaching the ear. volumes; Understand what might affect
P4.1D Understand that ‘volume’ refers to how loud a sound is and that the volume of a sound; Explain pitch and
the volume of a sound can be changed. devise experiments for altering the pitch
P4.1E Know that the volume of sounds can be measured with a sound of sounds.
meter (data logger) and the unit is a decibel (dB).
P4.1F Find patterns between the volume of a sound and the strength of
the vibrations that produced it.
P4.1G Recognise that there are high- and low-pitched sounds and that
the pitch of a sound can be changed.
 P4.1H Identify and describe features of an object that can be changed to
alter its pitch, for example, length of tube, length of string and tension of
string.
P4.1I Find patterns between the pitch of a sound and features of the
object that produced it.
Variation and B4.1A Explain how living things can be classified according to shared Discuss prior knowledge; Decide on and
classification features. explain groupings; Understand there may
B4.1B Explore and use classification keys to help group, identify and be a wide variety of ways to classify; Use
name a variety of living things in the local and wider environment. classification keys and create
B4.1C Describe how living things are classified into broad groups classification keys according to decided
according to common observable characteristics and based on criteria; Practically use classification keys
similarities and differences, including plants and animals. on local animals and plants.
B4.1D Identify the observable characteristics to classify a specific species
of plant, for example, a buttercup.
B4.1E Identify the observable characteristics to classify a specific species
of animal, for example, an earthworm.
Solids, liquids C4.1A Identify materials as solids, liquids and gases and distinguish Share knowledge and identify examples
and gases between them. of solids, liquids and gases; Identify
C4.1B Describe some common properties of solids, liquids and gases. similarities and differences in substances;
C4.1C Understand that solids consisting of very small particles can Investigate what happens to materials in
behave as liquids in some ways. changes of state; Devise tests around the
C4.1D Understand that temperature is a measure of how hot or cold behaviour of water as a solid, liquid and
something is and is measured in degrees Celsius (°C) using a gas; Understand the effect of
thermometer. temperature on materials and their state.
C4.1E Understand that water exists in three states and changes from
one to another at different temperatures.
C4.1F Understand that different substances change state at different
temperatures.
Electricity: P4.2A Understand some uses of electricity and identify common Share prior knowledge and identify a
everyday uses appliances that use electricity. range of electrical appliances; Identify
and simple P4.2B Understand that some devices use batteries that supply sources of electricity; Sort objects by
circuits electricity. power source – mains or battery; Identify
P4.2C Describe dangers associated with mains electricity. components and build a circuit; Label
P4.2D Construct simple working series circuits from simple instructions used components and experiment with
or drawings. their removal/use in a circuit; Complete
P4.2E Identify and name components in a simple series circuit. incomplete circuits; Name some
P4.2F Understand that a circuit needs a power source to work. conductors and insulators; Devise a test
P4.2G Understand that a complete circuit is needed for a device to work of different conductors and insulators.
and that a switch can be used to break a circuit.
P4.2H Understand that some materials conduct electricity better than
others using the terms electrical conductor and insulator.
P4.2I Understand the use of common electrical conductors and
insulators.
Growing B4.2A Identify and describe the functions of different parts of flowering Share existing knowledge of plants;
plants plants: roots, stem/trunk, leaves and flowers. Identify key parts and label them using
B4.2B Use a simple dichotomous key to identify a variety of plants. common plants; Use classification keys to
B4.2C Group plants according to observable features. identify different types of plants; Gather
B4.2D Understand the way in which water is transported within plants. data about plants in the local
B4.2E Describe the pathway of water as being from the soil into a plant’s environment; Identify how water travels
roots and up through the stem through the plant to the leaves and through a plant; Discover what happens if
other parts of the plant. a common plant has insufficient water;
B4.2F Understand that plants need the correct amount of water to grow Describe what plants need to survive;
well. Devise fair tests to discover the effect of
B4.2G Understand that plants need the correct amount of light to grow different survival requirements.
well.
B4.2H Understand that soil provides minerals to help plants grow and
that fertilisers/organic matter can supplement this.
Year 5

Topic iPrimary objectives Activities

Seeing and P5.2A Understand that light comes from a source and appears to travel Learn how light travels; Understand that
reflecting in straight lines. light travels from light sources to our eyes
P5.2B Explain that we see things because light travels from light sources or from light sources to objects and then
to our eyes or from light sources to objects and then to our eyes. to our eyes; Experiment with shiny or
P5.2C Use the idea that light appears to travel in straight lines to explain reflective surfaces altering the direction of
that objects are seen because they give out or reflect light into our eyes. light; Solve problems related to everyday
P5.2D Understand that light can be reflected from shiny surfaces and, life about how light travels and how we
when reflected, the light changes direction. see; Investigate and explain the shapes of
P5.2E Understand that smooth and shiny surfaces reflect light well but shadows and relate this to light travelling
light is more scattered when it is reflected off a dull surface. in straight lines; Plan and carry out an
P5.2F Recognise and give simple explanations for differences between investigation in the context of finding
shadows and reflections. reflective materials for a practical
purpose.
Diet and B5.3A Understand that to stay healthy humans need a balanced diet Organise and group foods; Explain
digestion containing the correct amounts of a range of nutrient groups. decisions; Understand the need for a
B5.3B Describe, in outline only, the main benefits of each food group, balanced diet and recognise that a range
with examples. of food is needed for a healthy diet;
B5.3C Understand the relationship between diet, lifestyle (for example, Understand the effects of different food
sleep), exercise and health. groups; Sort foods into common food
B5.3D Sequence the process of digestion in humans as ingestion, groups; Create a ‘balanced’ plate; Keep a
swallowing, digestion, absorption and egestion. food diary; Gather and interpret data.
B5.3E Describe the simple functions of the basic parts of the digestive
system involved in the sequence of digestion.
Mixing and C5.1A Understand that solids can be mixed and that sieving may be Share knowledge about dissolving,
separating used to separate some mixtures. sieving, filtering and evaporating; Identify
materials C5.1B Explain how filtration may be used to separate some solids from a equipment used to separate materials;
liquid. Understand that solids can be mixed and
C5.1C Understand that when a solid dissolves in water it forms a that some can be separated; Practically
solution that cannot be separated by filtration. mix and separate materials; Understand
C5.1D Describe ways in which simple substances such as sugar and salt different methods of separating materials
can be dissolved more quickly. and identify the most appropriate
C5.1E Explain that when a solution is left exposed to the air the liquid method; Devise an experiment
will evaporate into the air leaving the dissolved solid behind. Investigate investigating what factors affect the
and observe a solution, such as salt water. speed of dissolving.
C5.1F Use knowledge of solids, liquids and gases to decide how mixtures
might be separated, including by sieving, using a magnet, filtering and
evaporating.
Living things B5.2A Understand that environments can change and that this can Identify a range of habitats; Discuss the
in danger sometimes pose dangers to living things. idea that humans and natural events can
B5.2B Understand that environments can be changed in positive ways, damage or otherwise affect the
for example, the creation of nature reserves, and in negative ways, for environment; Understand the effect that
example, deforestation. environmental change can have on plants
B5.2C Recognise ways in which living things and the environment need and animals; Explore the impact of
protection, both locally and globally. conservation on a local habitat; Identify
B5.2D Understand the term ‘conservation’ and describe examples of extinct and endangered animals, ask what
ways in which humans can reduce the effects of environmental change. can be done to help; Explore the process
B5.2E Distinguish between the terms ‘endangered’ and ‘extinct’. of fossilisation and what it tells us.
B5.2F Explain in simple terms how fossils are formed when things that
have lived, or parts of living things, are trapped within rock.
B5.2G Understand how fossils provide evidence of organisms that are
now extinct and information about when/where they may have lived.
Earth and P5.1A Understand that the Sun is a star and is at the centre of our Solar Share prior knowledge about the Earth,
space System. Sun and Moon, Space and the Solar
P5.1B Understand that the Earth, Sun and Moon are part of the Solar System; Compare different beliefs and
System and that Earth is a planet with one moon. ideas and decide on investigations to
P5.1C Understand that planets may be different sizes and some have decide facts; Name different planets and
more than one moon. compare features and positions in the
P5.1D Describe the position and the movement of the Earth, and other Solar System; Keep a moon-phase diary
planets, relative to the Sun in our Solar System. and gather data; Practically model
P5.1E Describe the movement of the Moon relative to Earth, and Earth planetary movement; Understand the
and other planets relative to the Sun, correctly using the term ‘orbit’. relationship between the movement of
P5.1F Understand that ideas about the Solar System have changed and the Earth, Sun and Moon.
developed over time.
P5.1G Explain that Earth spins on its axis, causing some parts of Earth to
be in daylight when other parts are in darkness.
P5.1H Understand how shadow length changes during the course of a
day.
P5.1I Use the idea of Earth’s rotation to explain the apparent movement
of the Sun across the sky.
Plant B5.1A Understand that different habitats and microhabitats have Identify local habitats and the animals
adaptations different environmental conditions. and plants that live in them; Recall how
B5.1B Understand that plants obtain water via their roots and that the animals live in different places because
availability of water may affect the pattern of root growth. they have different needs; Understand
B5.1C Understand that both plants and animals require oxygen from the the role of light and water in plant growth
air for respiration. and how the absence of this can affect
B5.1D Understand that plants require light and that the availability of the plant’s growth and quantity and
light affects their distribution. quality; Understand how plants are suited
B5.1E Describe ways in which plants are suited to the environment in to their environment; Compare plant
which they are found. features across contrasting habitats.
B5.1F Compare features of plant adaptations in two contrasting
habitats.
B5.1G Predict the likely habitat of a variety of plants from the
adaptations that they show.
Year 6

Topic iPrimary objectives Activities

Heart, lungs B6.3A Describe the heart as an organ that pumps blood as part of the Identify how blood is transported around
and circulatory system. the body; Share and display learned
circulation B6.3B Understand that water and nutrients are transported around our knowledge about the circulatory system;
bodies in blood. Identify key organs and their role; Know
B6.3C Describe the circulatory system as comprising the heart and the job of the circulatory system;
blood vessels containing blood. Investigate and measure pulse through
B6.3D Understand how pulse rate changes with exercise and explain the practical experiments; Explain how
reason for the change in terms of transporting oxygen and nutrients to humans breathe and be able to describe
muscles. the action of the respiratory system.
B6.3E Describe the lungs as being located in the thorax and as the
organs used for breathing.
B6.3F Understand that air is a mixture of gases, including oxygen.
B6.3G Understand that blood picks up oxygen from the lungs and
transports it through blood vessels to organs of the body.
B6.3H Distinguish between and correctly use the terms ‘breathing’
(ventilation of the lungs) and ‘respiration’ (how oxygen is used by the
body once it reaches organs).
Forces in air P6.1A Explain that unsupported objects fall towards the Earth because Research the discovery of the theory of
and water of the force of gravity acting between the Earth and the falling object. gravity; Explain how gravity acts on
P6.1B Understand that weight is a force and forces are measured in objects; Understand how friction can
newtons (N). improve grip and devise an experiment to
P6.1C Understand that more than one force can act on an object at the test this; Explain how air and water
same time. resistance work on objects; Devise a fair
P6.1D Know how friction acts on moving objects to slow them down. test for the best materials for a parachute
P6.1E Understand how friction can be used to improve how well an and explain how this works.
object grips to a surface.
 P6.1F Understand that friction can act between solid surfaces and air
and water.
P6.1G Understand that air resistance and water resistance are forces
that reduce the speed at which objects move.
P6.1H Identify the effects of air resistance, water resistance and friction
acting between moving surfaces.
P6.1I Describe how the shape of objects can be used to reduce the
effects of water and air resistance, including the term streamlined.
Micro- B6.1A Know the term ‘micro-organisms’ and that these can be bacteria, Share and use the appropriate language
organisms viruses or microscopic fungi. when discussing micro-organisms;
B6.1B Describe ways in which some micro-organisms can be useful and Describe some types of micro-organisms;
others can be harmful. Research how some micro-organisms are
B6.1C Explain that micro-organisms grow and reproduce on food and useful and some are helpful; Design a test
explain some simple food hygiene precautions. investigating the factors affecting micro-
B6.1D Understand the role of decomposers in food chains and the organisms growing on food; Suggest and
recycling of materials. recognise food hygiene precautions;
Understand the importance of
decomposers.
Electricity: P6.2A Understand the need for universally recognised symbols for Share knowledge about electricity and
changing electrical components. circuits; Identify component symbols and
circuits P6.2B Draw and identify recognised electrical component symbols for a use them in diagrams; Identify complete
bulb, buzzer, battery (cell), wire, switch and motor. and incomplete circuits and ‘fix’ them;
P6.2C Use and interpret recognised symbols for components when Design complete circuits and test them;
drawing or designing simple series circuits. Explain how different components work
P6.2D Associate the brightness of a lamp or the volume of a buzzer with and how they are affected by their
the number and voltage of cells used in the circuit. position in a circuit.
P6.2E Compare and give reasons for variations in how components
function, including the brightness of bulbs, the loudness of buzzers, the
on/off position of switches and the speed of motors.
Reversible C6.1A Explain, with examples, that mixtures can be separated using a Describe and identify changes of state;
and sieve or filter. Explain factors (temperature) that may
irreversible C6.1B Understand the terms ‘dissolving’, ‘solution’, ‘solvent’ and ‘solute’. cause these changes; Investigate
change C6.1C Explain how a solute can be recovered from a solution by evaporation and condensation; Explain
evaporating the solvent. the water cycle; Practically investigate and
C6.1D Understand that melting, freezing, evaporation and condensation compare different types of reversible
are changes of state. changes; Devise investigations and
C6.1E Explain that changes of state require changes of temperature. describe some irreversible changes.
C6.1F Describe the role of evaporation and condensation in the water
cycle.
C6.1G Understand that dissolving, mixing and changes of state are
reversible changes.
C6.1H Explain that some changes result in the formation of new
materials, and that this kind of change is not usually reversible.
C6.1I Describe simple irreversible changes.
C6.1J Describe observable changes when acid and bicarbonate of soda
are mixed as evidence that new materials are formed.
Plant life B6.2A Understand that some plants have flowers, which produce seeds Know and sequence the life cycles of
cycles that grow into new plants. common local plants; Explain how seeds
B6.2B Sequence the life cycle of a typical flowering plant using the terms germinate; Label diagrams and label
‘germination’, ‘flowering’, ‘pollination’, ‘fertilisation’ and ‘seed dispersal’. germinating seeds; Investigate seed
B6.2C Understand conditions required for the germination of seeds. dispersal; Design methods of seed
B6.2D Explain why seeds need to be dispersed and the ways in which dispersal suited to given environments;
this can occur. Explain what pollination is; Dissect and
B6.2E Define ‘pollination’ as the transfer of pollen from the anther to the identify the parts of a flower.
stigma on the same or a different flower.
B6.2F Distinguish between the processes of insect and wind pollination.
B6.2G Identify the parts of an insect-pollinated flower and explain the
function of each part.
B6.2H Distinguish between pollination and fertilisation in plants.
B6.2I Describe different mechanisms by which seeds are dispersed.