Download Long Term Forecast SCIENCE Key Stage 1 2014-15

Long Term Forecast
SCIENCE
Autumn Term 2016
Lower Key Stage 2
Spring Term 2017
2016-17
Summer Term 2017
Pupils should be taught about:
WORKING SCIENTIFICALLY During years 3 and 4, pupil should be taught to use the following practical scientific methods, processes and skills through the
teaching of the programmes of study content:
 Asking relevant questions and using different types of scientific enquiries to answer them
 Setting up simple practical enquiries, comparative and fair tests
 Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment,
including thermometers and data loggers
 Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
 Recording findings and using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
 Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
 Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
 Identifying differences, similarities or changes related to simple scientific ideas and processes
 Using straightforward scientific evidence to answer questions or to support their findings
Seasonal Changes to be taught throughout the year
 observe seasonal changes throughout the year including sunlight, weather and make links with plants, trees and animals
Class 6,7,8
Animals including
Light
Animals including
Plants
Rocks
Forces and Magnets
To follow
humans
humans
year 3 during Health and Nutrition
 Recognise that Movement
 Identify and
 Compare and
 Compare how
this academic
they need light in
describe the functions group together
things move on
year
order to see things and
of different parts of
different kinds of
different surfaces
 Identify that
 Identify that
animals, inc humans,
that dark is the
humans and some
flowering plants:
rocks on the basis of
 Notice that
Class 6
need the right types
absence of light
other animals have
roots, stem/trunk,
their appearance and
some
and amount of
skeletons and muscles leaves and flowers
simple physical
forces need contact
 Notice that
nutrition, and that
for support, protection
properties
light
between two objects,
 Explore the
they cannot make
and movement
is reflected from
requirements of plants
but magnetic forces
 Describe in
their own food; they
surfaces
for life and growth
simple
can act at a distance
get nutrition form
(air, light, water,
terms how fossils are
 Recognise that
 Observe how
what they eat
nutrients from soil and formed when things
light form the sun can
magnets attract or
room to grow) and
that have lived are
be dangerous and that
repel each some
how they vary from
trapped within rocks
there are ways to
materials and not
plant
to
plant
protect their eyes
 Recognise that others
solids are made form
 Recognise that
 Compare and
rocks and organic
shadows are formed
group together a
matter
when the light from a
variety of everyday
source is blocked by a
materials on the basis
solid object
of whether they are
Class 7
Year 3/4
Animals including
Light
humans
Health and Nutrition
 Recognise that
they need light in
order to see things and
 Identify that
animals, inc humans,
that dark is the
need the right types
absence of light
and amount of
 Notice that
nutrition, and that
light
they cannot make
is reflected from
their own food; they
surfaces
get nutrition form
 Recognise that
what they eat
light form the sun can
be dangerous and that
there are ways to
protect their eyes
 Recognise that
shadows are formed
when the light from a
source is blocked by a
solid object
Animals including
humans
Movement
 Identify that
humans and some
other animals have
skeletons and muscles
for support, protection
and movement
Plants
Forces and Magnets
 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
 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 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
attracted to a magnet,
and identify some
magnetic materials
 Describe
magnets
as having two poles
 Predict
whether
magnets will attract or
repel each other,
depending on which
poles are facing
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 rocks
 Recognise that
solids are made form
rocks and organic
matter

Class 8
Year 4
Forces and Magnets
Rocks
Light
Plants
 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 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
 Predict
whether
magnets will attract or
repel each other,
depending on which
poles are facing
 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 rocks
 Recognise that
solids are made form
rocks and organic
matter
 Recognise that
they need light in
order to see things and
that dark is the
absence of light
 Notice that
light
is reflected from
surfaces
 Recognise that
light form the sun can
be dangerous and that
there are ways to
protect their eyes
 Recognise that
shadows are formed
when the light from a
source is blocked by a
solid object
 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
Predict
whether
magnets will attract or
repel each other,
depending on which
poles are facing
Animals including
humans
Health and Nutrition
 Identify that
animals, inc humans,
need the right types
and amount of
nutrition, and that
they cannot make
their own food; they
get nutrition form
what they eat
Animals including
humans
Movement
 Identify that
humans and some
other animals have
skeletons and muscles
for support, protection
and movement