Complete KS2 Art Overview: Year 3 to Year 6 Autumn Term Spring Term Summer Term Year 3 Journeys Aboriginal Art; The Dreamtime; Here To There; Paul Klee; and Creating Journeys. Famous Buildings Comparing Buildings; St Paul's Cathedral; St Basil's Cathedral; The Taj Mahal; Sydney Opera House; and Becoming Architects. Seurat and Pointillism Who was Seurat?; Experimenting with Pointillism; Colour Theory; Shading; Seurat's Friends; and Pointillist Pictures. Year 4 At the Pantomime Setting the Scene; Set Design; Ready, Set, Go!; Crazy Costumes; Costume Accessories; and Panto Posters. Can we change places? Art Environment; Collecting Ideas; Sculpting Designs; Making Maquettes; Finishing Techniques; and Evaluation. Warhol and the Pop Art Movement An Introduction; Blotted Line Technique; Soup Cans; Celebrities; Self-Portraits; and Consumable Culture. Year 5 Cityscapes 3D Pop Art; Palette Knife Painting; Cityscapes and Photography; Cityscapes and Reflections; Ink Patterns; and Design Your Own. People in Action Strike a Pose; Facial Expressions; Movement Artists; Making Montages; Printing; and Making Movement Art. Leonardo da Vinci Who was Leonardo da Vinci?; Portraiture; Perspective and Composition; Drawings, Inventions; and An Influential Man! Year 6 Art Illusions Vanishing Points; Realistic Interiors; Foreshortening; Trompe L'Oeil; Puzzling Pictures; and Optical Art. Famous Fashions Designers around the Home; Super Shoes; Mad about Millinery; Creative Clothing; and Lights, Camera, Costume! Monet and the Impressionists When, Where and Why; Monet's Landscapes; Haystacks; Cityscapes; The Garden at Giverny; and A Biography.
Complete KS2 DT Overview: Year 3 to Year 6 Autumn Term Spring Term Summer Term Year 3 Moving Monsters Air Objects; What Are Pneumatics?; New Pneumatics; A Monster Plan; Making Monsters; and An Evaluation. Sandwich Snacks The Food Groups; Taste and Test; The Design; Sandwich Chefs; and The Evaluation. Photograph Frames Sturdy Study; Paper Strength; Structure Tests; The Design; Making Frames; and An Evaluation. Year 4 Alarms Systems & Switches; Switched; Designs; Buzzzzz; and Evaluation. Money Containers Exploring their Features; Sewing Skills; Testing Designs; Designing and Planning; Bringing Design to Life; and An Evaluation. Seasonal Food 'All year round'; 'Fruit'; 'Vegetables'; 'Meat and Poultry'; 'Fish and Seafood'; and 'Unusual Foods!'. Year 5 Bread includes the lessons: I nvestigating Bread; The Bread Diet; How It's Made; The Design; Let's Be Bakers; and Use Your Loaf. Moving Toys Cam Mechanisms; Cam Shapes; Sturdy Structures; Toy Designers; Making Toys; and The Evaluation. Fashion and Textiles Included are: How are clothes made?; Sewing and Decoration; Pattern Pieces; Measure, Mark and Cut; Joining by Sewing; and Design Details. Year 6 Fairground A Trip to the Fair; Merry-Go-Motors; Fair Frames; The Design; The Creation; and The Evaluation. Bridges Pillars and Beams; Truss; Arches; Suspension Bridges; Design Criteria and Evaluating Designs. Burgers Burgers and their nutrition facts; Making burger patties; Exploring burger sauces; Exploring burger buns; Design a burger and Make and evaluate burgers.
Option 1 KS2 Geography Overview: Year 3 to Year 6 Autumn Term Spring Term Summer Term Year 3 Countries of the World The Seven Continents; Locating Countries; Geographical Features; Capital Cities; Country Study; and Comparing Countries. Where does our food come from? Breakfast; Wheat; Bananas; Rice; Italy; United Kingdom and Infographics. In the Desert Desert Locations; Desert Climates; Desert Formations; Desert Uses; Desert Dwellers; and Desertification. Year 4 Our European Neighbours Discovering Europe; Countries; Country Visits; Capital Cities; A Tale of Two Cities; and A Country Study. Village Settlers Needs of Early Settlers; Place Name Origins; Mapping Symbols; Connecting Settlements; and Designing a Settlement. Earning a Living Jobs; Job Sectors; UK Industries; Earning Around the World; Unemployment; and Child Labour. Year 5 The United Kingdom About The UK; Counties; Towns and Cities; Hills and Mountains; At The Seaside; and Rivers. Investigating Rivers The Water Cycle; On The Move; What's the Use?; Pollution and the Effects; The Nile; and An Enquiry. South America Countries; Climate; The Andes; Human Geography; Trade and Industry; and Country Study. Year 6 Extreme Earth Extreme Climates; Water Distribution; Weather Phenomena; Earthquakes; Tsunamis; and Volcanoes. Our Local Area Economic Activity; Land Use; Settlements; Climate; Rivers; and Upland Areas. North America The Countries; Climates; Features; Capital Cities; Time Zones; Comparing Locations; and Country Study.
Objective KS2 Objectives locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water PlanBee scheme of work Countries of the World (Year 3 Autumn Term) In the Desert (Year 3 Summer Term) Our European Neighbours (Year 4 Autumn Term) South America (Year 5 Summer Term) North America (Year 6 Summer Term) Where does our food come from? (Year 3 Spring Term) Village Settlers (Year 4 Spring Term) Earning a Living (Year 4 Summer Term) The United Kingdom (Year 5 Autumn Term) Our Local Area (Year 6 Spring Term) Earning a Living (Year 4 Summer Term) South America (Year 5 Summer Term) Extreme Earth (Year 6 Autumn Term) North America (Year 6 Summer Term) Our Local Area (Year 6 Spring Term) Where does our food come from? (Year 3 Spring Term) Countries of the World (Year 3 Autumn Term) Our European Neighbours (Year 4 Autumn Term) Our Local Area (Year 6 Spring Term) North America (Year 6 Summer Term) Where does our food come from? (Year 3 Spring Term) Countries of the World (Year 3 Autumn Term) In the Desert (Year 3 Summer Term) Earning a Living (Year 4 Summer Term) The United Kingdom (Year 5 Autumn Term) Investigating Rivers (Year 5 Spring Term) South America (Year 5 Summer Term) Extreme Earth (Year 6 Autumn Term) North America (Year 6 Summer Term) Where does our food come from? (Year 3 Spring Term) In the Desert (Year 3 Summer Term) Our European Neighbours (Year 4 Autumn Term) Village Settlers (Year 4 Spring Term) Earning a Living (Year 4 Summer Term) Investigating Rivers (Year 5 Spring Term) South America (Year 5 Summer Term) Where does our food come from? (Year 3 Spring Term) use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Countries of the World (Year 3 Autumn Term) In the Desert (Year 3 Summer Term) Our European Neighbours (Year 4 Autumn Term) Village Settlers (Year 4 Spring Term) The United Kingdom (Year 5 Autumn Term) South America (Year 5 Summer Term) North America (Year 6 Summer Term) Where does our food come from? (Year 3 Spring Term) use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies Village Settlers (Year 4 Spring Term) Our Local Area (Year 6 Spring Term) North America (Year 6 Summer Term) Our Local Area (Year 6 Spring Term)
Option 1 KS2 Complete History Overview: Year 3 to Year 6 Year 3 Year 4 Year 5 Year 6 Autumn Term Spring Term Summer Term Prehistoric Britain What is Prehistory?; Palaeolithic Period; Mesolithic Period; Neolithic Period; The Bronze Age; The Iron Age; and A Summary. Early Civilisations An Overview; Writing Systems; Trade; Maths and Numbers; Technology and Inventions; Buildings and Structures; and A Conclusion. Vikings vs Anglo-Saxons Before the Vikings; Viking Invasions; The Danelaw; Alfred the Great; Viking Life; Becoming Unified; and 1066. Crime and Punishment Introduction; Romans; Saxons and Vikings; Medieval and Tudor; Early Modern Period; Victorians; and An Overview. Invaders and Settlers: Romans Invading and Settling; The Army Attacks!; Celtic Life; Who Was Boudicca?; Revolting Celts; A Way of Life; and A British Legacy. Anglo-Saxons, Picts and Scots Evidence at Sutton Hoo; Who were the Anglo-Saxons?; Who were the Picts and Scots?; Daily Life; Culture; The Spread of Christianity; and Who is it? Shang Dynasty Where and When; Shang Kings; Royal Tombs; Everyday Life; Innovations; and The End. [LOCAL STUDY] Ancient Egypt Time and Place; On the Nile; King Tut's Tomb; Hieroglyphics; Daily Life; Mummification; and Recalling the Facts. The Mayans Mysterious Ruins; Historical Evidence; Cities and Society; Religion and Beliefs; Everyday Life; Writing and Technology; and Mystery Disappearance. Who were the ancient Greeks? Where and When; Visiting Athens and Sparta; Warfare; Gods and Myths; A Day in the Life; The Global Impact; and A Summary. How has life in Britain changed since 1948? The Changes; Primary and Secondary Sources; The 1950s; The 1960s; The 1970s; The 1980s; and The 1990s.
KS2 History Overview Objectives: Year 3 to Year 6 KS2 Objectives Objective PlanBee scheme of work changes in Britain from the Stone Age to the Iron Age Prehistoric Britain (Year 3 Autumn Term) the Roman Empire and its impact on Britain Invaders and Settlers: Romans (Year 3 Spring Term) Britain s settlement by Anglo-Saxons and Scots Anglo-Saxons and Scots (Year 4 Spring Term) the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Vikings vs Anglo-Saxons (Year 5 Autumn Term) a local history study [Local Study] (Year 6 Spring Term) a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 the achievements of the earliest civilizations an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Crime and Punishment (Year 6 Autumn Term) How has Britain changed since 1948? (Year 6 Summer Term) Ancient Egypt (Year 3 Summer Term) Early Civilisations (Year 4 Autumn Term) Shang Dynasty (Year 5 Spring Term) Ancient Greece a study of Greek life and achievements and their influence on the western world a non-european society that provides contrasts with British history one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300. Who were the ancient Greeks (Year 5 Summer Term) The Mayans (Year 4 Summer Term)
Complete KS2 RE Overview: Year 3 to Year 6 Autumn Term Spring Term Summer Term Year 3 What do signs and symbols mean in religion? lessons: It's a Sign; The Seder Meanings; Religious Metaphors; Ideas About God; and Inside a Church. How and why do Hindus celebrate Divali? lessons: The Story; Lighting Divas; Greetings Cards; Rangoli Patterns; and How To Celebrate. What do we know about Jesus? Picture Him; Portraying Beliefs; The Gospel Truth; Other Views; What Jesus Said; and The Conclusion. Jewish Celebrations lessons: Facts and Figures; Passover; Sukkot; Purim; Hanukkah; and Rosh Hashanah. What is the Bible and why is it important for Christians? Favourite Stories; At Home and Church; Genres of Writing; Special Writing; Aspects of God; and Old and New Testaments. Islamic Rites of Passage The Five Pillars; Muslim birth and naming ceremonies; Muslim marriages; Muslim funerals; and The Hajj. Year 4 Sikh Rites of Passage What is Sikhism?; Naam Karan; The Amrit Ceremony; A Sikh Wedding; and Antam Sanskar. Christmas Journeys Bethlehem Today; Where It Began; Angels and Shepherds; Wise Art; and Fleeing Herod. Hindu worship at home and in the mandir The Aum Symbol; Gods and Goddesses; Special Shrines; Practicing Puja; At The Mandir; and A Summary. Why is Easter important to Christians? lessons: Palm Sunday; The Last Supper; The Garden of Gethsemane; The Crucifixion; The Resurrection; and Holy Week and the Messiah. Buddhist Festivals Why is Buddhism special?; Vesak; The Ploughing Festival; Loy Krathong; and Songkran. Belonging and Identity Who am I?; Express Yourself!; Diverse Communities; Welcoming Newcomers; Our Global Community; and Sharing and Helping.
Complete KS2 RE Overview: Year 3 to Year 6 Autumn Term Spring Term Summer Term Year 5 Where did the Christian Bible come from? lessons: A Best- Seller; A History; A Compact Library; Language Matters; and Tell The Truth. Why is Muhammad important to Muslims? lessons: A Revealing Life; His Historical Impact; The Qur'an; A Daily Inspiration; and Influential People. Jewish Worship and Community lessons: Features of Worship; Prayer; Community Rituals; Giving in the Community; and Expressing Faith. Buddhist Worship and Beliefs lessons: Who was Buddha?; Core Beliefs; The Path to Enlightenment; Karma and Reincarnation; Temples and Shrines; and Ways of Worship. Stories of Christianity lessons: Familiar Stories; Ruth and Naomi; Daniel; The Parables of Jesus; John the Baptist; and Saul to Paul. Belief in our Community lessons: Our Local Area; My Community; Inspirational Figures; Understanding Others; and Challenges. Year 6 Stories of Hinduism lessons: One God, Many Forms; Representations of Krishna; Teachings about Success; Teachings about Punishment and Forgiveness; and Telling the Truth. What is a church? lessons: The Foundation; Focussing for Worship; Local Culture; Serving Communities; Global Communities; and What have we learned? What is the Qur an and why is it important for Muslims? A Sacred Book; Names of Allah; A Book of Guidance; Through The Generations; and Why it is Important. How do people express their faith through the arts? lessons: Expressing Emotions; Musical Moods; Colour Codes; Painted Symbols; Islamic Art; and Religious Drama Sikh Worship and Community lessons: What Sikhs Believe; Prayer; Entering the Community; The Langar; and Sewa. What happens when we die? lessons: Big Questions; Expressing Feelings; Loss; Remembering; and Rituals.
Year 3 How Plants Grow Health and Movement Rocks, Fossils and Soils Light and Shadow Forces and Magnets Year 4 Living in Environments Eating and Digestion States of Matter Changing Sound Circuits and Conductors Year 5 Life Cycles Changes and Reproduction Properties and Changes of Materials Earth and Space Forces in Action Year 6 Classifying Organisms Healthy Bodies Evolution and Inheritance Seeing Light Changing Circuits
Year 3 Overview Objectives How Plants Grow Forces and Magnets 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 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 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 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 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 using straightforward scientific evidence to answer questions or to support their findings 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 predict whether two magnets will attract or repel each other, depending on which poles are facing
Year 3 Overview Objectives Rocks, Fossils and Soils Light and Shadow Health and Movement 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 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 using straightforward scientific evidence to answer questions or to support their findings 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 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 reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using straightforward scientific evidence to answer questions or to support their findings 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 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 a solid object find patterns in the way that the size of shadows change asking relevant questions and using different types of scientific enquiries to answer them gathering, recording, classifying and presenting data in a variety of ways to help in answering questions reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions identifying differences, similarities or changes related to simple scientific ideas and processes 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 identify that humans and some other animals have skeletons and muscles for support, protection and movement
Year 4 Overview Objectives Living in Environments Eating and Digestion States of Matter 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 identifying differences, similarities or changes related to simple scientific ideas and processes 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 asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings 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 construct and interpret a variety of food chains, identifying producers, predators and prey asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests gathering, recording, classifying and presenting data in a variety of ways to help in answering questions 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 using straightforward scientific evidence to answer questions or to support their findings 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
Year 4 Overview Objectives Changing Sound Circuits and Conductors 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 using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions using straightforward scientific evidence to answer questions or to support their findings 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 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 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 identify common appliances that run on electricity construct a simple series electrical circuit, identifying and naming its basic parts, including 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 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
Year 5 Overview Objectives Changes and Reproduction Properties and changes of materials planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using 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 trust 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 describe the changes as humans develop to old age planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary 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 know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution 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 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
Year 5 Overview Objectives Earth and Space Forces in Action Life Cycles recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs 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 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using 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 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 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 taking measurements, using 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 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 identifying scientific evidence that has been used to support or refute ideas or arguments 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
Year 6 Overview Objectives Classifying Organisms Healthy Bodies Evolution and Inheritance planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary 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 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 give reasons for classifying plants and animals based on specific characteristics planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using 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 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 identifying scientific evidence that has been used to support or refute ideas or arguments identify and name the main parts 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 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 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 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
Year 6 Overview Objectives Seeing Light Changing Circuits planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary 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 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 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary 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 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