National Curriculum objectives
Engaging Science addition coverage
Year 1 Year 2
Asking Questions
 ask simple questions and recognise that
they can be answered in different ways
Measuring and recording
 observe closely, using simple equipment
 perform simple tests
 gather and record data to help in
answering questions
Working scientifically
Concluding
 identify and classify
 use their observations and ideas to
suggest answers to questions
Evaluating
Year 3 Year 4
Asking Questions
 ask relevant questions and use different
types of scientific enquiries to answer them
 set up simple practical enquiries,
comparative and fair tests
Measuring and recording
 make systematic and careful observations
and, where appropriate, take accurate
measurements using standard units, using
a range of equipment, including
thermometers and data loggers
 record findings using simple scientific
language, drawings, labelled diagrams,
keys, bar charts, and tables
 gather, record, classify and present data in
a variety of ways to help in answering
questions
Concluding
 identify differences, similarities or changes  identify scientific evidence that has been
related to simple scientific ideas and
processes
 report on findings from enquiries, including  report and present findings from enquiries,
oral and written explanations, displays or
presentations of results and conclusions
 use straightforward scientific evidence to
answer questions or to support their
findings
Evaluating
 use results to draw simple conclusions,
make predictions for new values, suggest
improvements and raise further questions
Year 5 Year 6
Asking Questions
 plan different types of scientific enquiries to
answer questions, including recognising
and controlling variables where necessary
Measuring and recording
 take measurements, using a range of
scientific equipment, with increasing
accuracy and precision, taking repeat
readings when appropriate
 record data and results of increasing
complexity using scientific diagrams and
labels, classification keys, tables, scatter
graphs, bar and line graphs
Concluding
used to support or refute ideas or
arguments
including conclusions, causal relationships
and explanations of and degree of trust in
results, in oral and written forms such as
displays and other presentations
Evaluating
 use test results to make predictions to set
up further comparative and fair tests
National Curriculum objectives
Engaging Science addition coverage
 identify and name a  observe and describe how
variety of common wild
and garden plants,
including deciduous and  find out and describe how
evergreen trees
 identify and describe the
basic structure of a variety
of common flowering
plants, including trees
 observe the growth of
Plants
bulbs and/or seeds
 identify and name a
variety of common
animals including fish,
amphibians, reptiles, birds
and mammals and
invertebrates
 identify and name a
Animals, including humans
variety of common
animals that are
carnivores, herbivores and
omnivores
 describe and compare the
structure of a variety of
common animals (fish,
amphibians, reptiles, birds
and mammals, and
invertebrates including
pets)
 identify, name, draw and
label the basic parts of the
human body and say
which part of the body is
associated with each
sense
 identify and describe the
seeds and bulbs grow into functions of different parts
mature plants of flowering plants: roots,
stem/trunk, leaves and
plants need water, light flowers
and a suitable temperature  explore the requirements
to grow and stay healthy 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
 notice that animals,  identify that animals,  describe the simple  describe the changes as  identify and name the main
including humans, have including humans, need functions of the basic parts humans develop to old age parts of the human
offspring which grow into the right types and amount of the digestive system in  Describe the changes that circulatory system, and
adults of nutrition, and that they humans happen during puberty describe the functions of
 find out about and cannot make their own  identify the different types  Describe the development the heart, blood vessels
describe the basic needs food; they get nutrition of teeth in humans and of a baby and blood
of animals, including from what they eat their simple functions  Know how babies are born  recognise the impact of
humans, for survival  identify that humans and  construct and interpret a diet, exercise, drugs and
(water, food and air) some other animals have variety of food chains, lifestyle on the way their
 describe the importance skeletons and muscles for identifying producers, bodies function
for humans of exercise, support, protection and predators and prey  describe the ways in which
eating the right amounts of movement nutrients and water are
different types of food, and transported within animals,
hygiene including humans
National Curriculum objectives
Engaging Science addition coverage
 observe changes across Local Habitats
the four seasons  Describe the changes that
Seasonal changes
 observe and describe take place in vegetation
weather associated with and animal life in a habitat
the seasons and how day and a micro-habitat across
length varies the four seasons
 Use simple scientific
vocabulary to describe
their ideas and
observations
 explore and compare the
difference between things
that are living, dead, and
things that have never
been alive
 Describe the
characteristics of living
things (MRS GREN)
 identify that most living
things live in habitats to
which they are suited and
Living things and their habitats
describe how different
habitats provide the basic
needs of different kinds of
animals and plants, and
how they depend on each
other
 identify and name a
variety of plants and
animals in their habitats,
including micro-habitats
 describe how animals
obtain their food from
plants and other animals,
using the idea of a simple
food chain, and identify
and name different
sources of food
Animal Homes  recognise that living things  describe the differences in  describe how living things
 Observe closely and can be grouped in a variety the life cycles of a are classified into broad
identify animal homes of ways mammal, an amphibian, an groups according to
 Suggest suitable sites for  explore and use insect and a bird common observable n
animal homes, providing classification keys to help  describe the life process of similarities and differences,
simple explanations for group, identify and name a reproduction in some including micro-organisms,
their choices using variety of living things in plants and animals plants and animals
simple scientific their local and wider  give reasons for classifying
vocabulary environment plants and animals based
 Provide homes and other  recognise that on specific characteristics
methods to attract environments can change
animals and that this can Field Studies (optional)
sometimes pose dangers  Use and evaluate some
to living things sampling techniques for
 Describe the life and environmental field work
contribution Carl Linnaeus  Compare populations of
made to our understanding living things during the
of classification course of the year
Respecting Our Environment  Provide reasons for the
 Identify where humans changes in population
have had an impact on an during the year
environment
 Identify ways that humans
can damage an
environment
 Identify ways in which
humans can protect and
improve environments
 Present their ideas and
evidence in appropriate
ways
 Use simple scientific vocab
to describe their ideas and
observations
National Curriculum objectives
Engaging Science addition coverage
 recognise that they need
light in order to see things
and that the 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
Light
 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
changes
 state the difference between
light sources and other shiny
objects and name a number
of light sources including the
Sun
 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
Forces (and 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 on
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
 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
 explain that unsupported
objects fall towards the
Earth because of the force
of gravity act-ing 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
National Curriculum objectives
Engaging Science addition coverage
 distinguish between an  identify and compare the Rocks  compare and group together
object and the material suitability of a variety of  compare and group everyday materials on the basis
from which it is made everyday materials, together different kinds of of their properties, including
 identify and name a including wood, metal, rocks on the basis of their their hardness, solubility,
variety of everyday plastic, glass, brick, rock, appearance and simple transparency, conductivity
materials, including wood, paper and cardboard for physical properties (electrical and thermal), and
plastic, glass, metal, particular uses  describe in simple terms response to magnets
water, and rock  find out how the shapes of how fossils are formed  know that some materials will
 describe the simple solid objects made from when things that have dissolve in liquid to form a
physical properties of a some materials can be lived are trapped within solution, and describe how to
variety of everyday changed by squashing, rock recover a substance from a
materials bending, twisting and  recognise that soils are solution
 compare and group stretching made from rocks and  use knowledge of solids, liquids
together a variety of  Recognise the scientific organic matter and gases to decide how
everyday materials on the contributions of John Boyd mixtures might be separated,
basis of their simple Dunlop including through filtering,
physical properties sieving and evaporating
 find out how the shapes of  give reasons, based on
solid objects made from evidence from comparative and
some materials can be fair tests, for the particular uses
changed by squashing, of everyday materials, including
bending, twisting and metals, wood and plastic
Materials

stretching  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
Decay and Recycling
 Describe the process of decay
and its usefulness
 Identify materials that will decay
 Plan a scientific enquiry to find
decay times of common
materials, recognising and
controlling variables
 Record findings and estimate
degree of trust in results
 From investigation, estimate the
time needed for some common
materials from litter to decay
 Know that some materials can
be recycled into useful new
materials
National Curriculum objectives
Engaging Science addition coverage
 recognise that living things
have changed over time
and that fossils provide
information about living
things that inhabited the
Evolution and inheritance

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
 Recognise the
contributions Charles
Darwin made to scientific
knowledge about evolution
 compare and group
materials together,
according to whether they
are solids, liquids or gases
 observe that some
States of matter

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
National Curriculum objectives
Engaging Science addition coverage
 describe the movement of
the Earth, and other
planets, relative to the Sun
 describe the movement of
the Moon relative to the
Earth
Earth and Space

 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
 Describe and explain in
simple terms the phases of
the Moon
 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
Sound

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
National Curriculum objectives
Engaging Science addition coverage
 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
Electricity
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
 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
 Describe the differences
between series and parallel
circuits
 Build simple series and
parallel circuits to solve
problems