Year 6 Science Skills

Science

Year 6

Autumn 1 knowledge

Autumn 1

Year 4 -Habitats

Use correct scientific knowledge and understanding and relevant scientific language to discuss their observations and explorations (linked to Y6 PoS) (6,1) Recognise the importance of classification to the scientific world and form a conclusion from their sorting and classifying (6,4) Construct a classification key / branching database using more than two items (6,6) Use research* to identify and classify things (6,8) Use classification systems, keys and other information records [databases] to help classify or identify things. (6,9) Independently ask a variety of scientific questions and decide the type of enquiry needed to answer them (6,13) Research how scientific ideas have developed over time and had an impact on our lives. (6,14) Interview people to find out information (6,17) Support, listen to and acknowledge others in the group (6,20) Decide the most appropriate equipment to use to collect data (6,33) Articulate understanding of the concept using scientific language and terminology when describing abstract ideas, observations and findings (linked to the Y6 PoS) (6,34) Record data and results of increasing complexity using scientific diagrams and labels, recognised symbols, classification keys, tables, bar and line graphs, and models. (6,35)

- 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

Year 4 -Animal, including humans - construct and interpret a variety of food chains, identifying producers, predators and prey

Year 5 -- Living things and their habitats - 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 - Living things and their habitats - 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 Lines of Science Enquiry: Classifying and Grouping, Research

Science

Year 6

Autumn 2 knowledge

Autumn 2

Year 3 - Animal, including humans - 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

Use correct scientific knowledge and understanding and relevant scientific language to discuss their observations and explorations (linked to Y6 PoS) (6,1) Identify changes that have occurred over a very long period of time (evolution) and discuss how changes have impacted the world (6,2) Explore more abstract systems / functions /changes / behaviours and record their understanding of these (6,3) Compare and contrast more complex processes, systems, functions (e.g. sexual and asexual reproduction) (6,5) Compare and contrast things beyond their locality and discuss advantages/ disadvantages, pros/cons of the similarities and differences (6,7) Use research* to identify and classify things (6,8 Recognise scientific questions that do not yet have definitive answers (linked to Y6 PoS) (6,10) Independently ask a variety of scientific questions and decide the type of enquiry needed to answer them (6,13) Research how scientific ideas have developed over time and had an impact on our lives. (6,14) Use evidence from a variety of sources to justify their ideas (6,15) Recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. (6,16) Make / perform and use their own versions of simple models to describe and explain scientific ideas (e.g. circulatory system drama, periscopes to explain how light travels, burglar alarm to explain components in a circuit) (6,18) Support, listen to and acknowledge others in the group (6,20) Understand that it is okay to disagree with their peers and offer a reasons for their opinion (6,23) Identify evidence that refutes or supports their ideas (6,39) Articulate understanding of the concept using scientific language and terminology when describing abstract ideas, observations and findings (linked to the Y6 PoS) (6,34)

Year 4- Animal, including humans - 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 Year 5- Animals, including humans - describe the changes as humans develop to old age Year 6 - Animals, including humans - 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

Science Spring 1 knowledge Year 3 --Plants - 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 Year 3- -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 rock - recognise that soils are made from rocks and organic matter Year 4 - States of matter - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Year 6 - Evolution and inheritance - 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 Spring 1 Use correct scientific knowledge and understanding and relevant scientific language to discuss their observations and explorations (linked to Y6 PoS) (6,1) Explore more abstract systems / functions /changes / behaviours and record their understanding of these (6,3) Compare and contrast more complex processes, systems, functions (e.g. sexual and asexual reproduction) (6,5) Compare and contrast things beyond their locality and discuss advantages/ disadvantages, pros/cons of the similarities and differences (6,7) Recognise scientific questions that do not yet have definitive answers (linked to Y6 PoS) (6,10)  Refine a scientific question to make it testable (6,11)7 i.e. Ask a testable question which includes the change and measure variables - e.g. what would happen to ... if we changed …? e.g. What affect would we

have on … if we …? e.g. How would exercise affect the pulse rate Use observations to suggest a further (testable or research) question. (6,12) Independently ask a variety of scientific questions and decide the type of enquiry needed to answer them (6,13) Use evidence from a variety of sources to justify their ideas (6,15) Recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. (6,16) Interview people to find out information (6,17) Make / perform and use their own versions of simple models to describe and explain scientific ideas (e.g. circulatory system drama, periscopes to explain how light travels, burglar alarm to explain components in a circuit) (6,18) Propose their own ideas and make decisions with agreement in a group (6,19) Support, listen to and acknowledge others in the group (6,20) Check the clarity of each other’s suggestions (6,21 Build on / add to someone else’s idea to improve a plan or suggestion (6,22) Predict what a graph might look like before collecting results (6,24) Make a hypothesis where they say how one thing will affect another and give a reason for their suggestion with a developing understanding of the scientific concept (6,25) Identify variables to change, measure and keep the same in order for a test to be fair (6,26) Decide when it is appropriate to carry out a fair test investigation, comparative test or alternative (6,28 Make their own decisions about what measurements to take (and begin to identify the ranges used). (6,30) Make, and act on, suggestions to control/reduce risks to themselves & others (6,31 Use equipment fit for purpose to take measurements which are increasingly accurate and precise (6,32) Decide the most appropriate equipment to use to collect data (6,33) Articulate understanding of the concept using scientific language and terminology when describing abstract ideas, observations and findings (linked to the Y6 PoS) (6,34) Record data and results of increasing complexity using scientific diagrams and labels, recognised symbols, classification keys, tables, bar and line graphs, and models. (6,35) Say how confident they are that their results are reliable and give a reason (6,44) Use scientific language and terminology (linked to Y6 PoS) to explain why something happened (6,41) Describe how to improve planning to produce more reliable results (6,43) Independently form a conclusion which draws on the evidence from the test (linked to Y6 PoS) (6,40)

Science Spring 2 knowledge 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 Year 6 - Light - 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 Year 3 - Forces and magnets - 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 5 - Forces - 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 Year 4 - Sound - 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 Year 4 - Electricity - 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 6 - Electricity - 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 Year 5- Earth and space - 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.

Year 6 Spring 2 Use correct scientific knowledge and understanding and relevant scientific language to discuss their observations and explorations (linked to Y6 PoS) (6,1) Explore more abstract systems / functions /changes / behaviours and record their understanding of these (6,3) Recognise scientific questions that do not yet have definitive answers (linked to Y6 PoS) (6,10)  Refine a scientific question to make it testable (6,11)7 i.e. Ask a testable question which includes the change and measure variables - e.g. what would happen to ... if we changed …? e.g. What

affect would we have on … if we …? e.g. How would exercise affect the pulse rate?

Use observations to suggest a further (testable or research) question.

(6,12) Independently ask a variety of scientific questions and decide the type of enquiry needed to answer them (6,13) Use evidence from a variety of sources to justify their ideas (6,15) Make / perform and use their own versions of simple models to describe and explain scientific ideas (e.g. circulatory system drama, periscopes to explain how light travels, burglar alarm to explain components in a circuit) (6,18) Propose their own ideas and make decisions with agreement in a group (6,19) Build on / add to someone else’s idea to improve a plan or suggestion (6,22) Check the clarity of each other’s suggestions (6,21) Make a hypothesis where they say how one thing will affect another and give a reason for their suggestion with a developing understanding of the scientific concept (6,25) Independently plan investigations and explain planning decisions (6,27) Decide when it is appropriate to carry out a fair test investigation, comparative test or alternative (6,28) Articulate understanding of the concept using scientific language and terminology when describing abstract ideas, observations and findings (linked to the Y6 PoS) (6,34) Record data and results of increasing complexity using scientific diagrams and labels, recognised symbols, classification keys, tables, bar and line graphs, and models. (6,35) Independently form a conclusion which draws on the evidence from the test (linked to Y6 PoS) (6,40) Use scientific language and terminology (linked to Y6 PoS) to explain why something happened (6,41) Describe how to improve planning to produce more reliable results (6,43) Say how confident they are that their results are reliable and give a reason (6,44)

Science

Year 6

Summer 1 knowledge

Summer 1

Year 4 -States of matter - 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)

Use correct scientific knowledge and understanding and relevant scientific language to discuss their observations and explorations (linked to Y6 PoS) (6,1) Explore more abstract systems / functions /changes / behaviours and record their understanding of these (6,3) Construct a classification key / branching database using more than two items (6,6) Use classification systems, keys and other information records [databases] to help classify or identify things. (6,9)  Refine a scientific question to make it testable (6,11)7 i.e. Ask a testable question which includes the change and measure variables - e.g. what would happen to ... if we changed …? e.g. What

Year 5-- Materials - compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets - 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

affect would we have on … if we …? e.g. How would exercise affect the pulse rate? observations to suggest a further (testable or research) question. (6,12) Use Independently ask a variety of scientific questions and decide the type of enquiry needed to answer them (6,13) Make / perform and use their own versions of simple models to describe and explain scientific ideas (e.g. circulatory system drama, periscopes to explain how light travels, burglar alarm to explain components in a circuit) (6,18) Propose their own ideas and make decisions with agreement in a group (6,19) Check the clarity of each other’s suggestions (6,21) Build on / add to someone else’s idea to improve a plan or suggestion (6,22) Make a hypothesis where they say how one thing will affect another and give a reason for their suggestion with a developing understanding of the scientific concept (6,25) Independently plan investigations and explain planning decisions (6,27) Decide when it is appropriate to carry out a fair test investigation, comparative test or alternative (6,28) Articulate understanding of the concept using scientific language and terminology when describing abstract ideas, observations and findings (linked to the Y6 PoS) (6,34) Record data and results of increasing complexity using scientific diagrams and labels, recognised symbols, classification keys, tables, bar and line graphs, and models. (6,35) Identify evidence that refutes or supports their ideas (6,39) Independently form a conclusion which draws on the evidence from the test (linked to Y6 PoS) (6,40) Use scientific language and terminology (linked to Y6 PoS) to explain why something happened (6,41) Describe how to improve planning to produce more reliable results (6,43) Say how confident they are that their results are reliable and give a reason (6,44)

Science Summer 2 knowledge

Year 6 Summer 2 Use scientific language and terminology (linked to Y6 PoS) to explain why something happened (6,41) Independently ask a variety of scientific questions and decide the type of enquiry needed to answer them (6,13) Propose their own ideas and make decisions with agreement in a group (6,19) Independently plan investigations and explain planning decisions (6,27) Articulate understanding of the concept using scientific language and terminology when describing abstract ideas, observations and findings (linked to the Y6 PoS) (6,34) Make decisions about how to present and explain their findings through talk, in written forms or in other ways (e.g. using technology) (6,36) Use correct scientific knowledge and understanding and relevant scientific language to discuss their observations and explorations (linked to Y6 PoS) (6,1)