Year group

Plan

Do

Review

Foundation Stage

I am curious about things that change.

With help I ask questions about things that are changing.

I talk about my ideas for finding out how things change.

I use all my senses to observe change.

I look closely at how things change.

I make simple records of how things change, with help where necessary.

I use simple equipment to observe and record change.

I talk about what I have done and noticed.

Key Stage 1

I ask questions about how and why things change.

With help, I identify changes to observe and measure and suggest how to do it.

I use non standard units and simple equipment to record changes.

I record in words or pictures, or in simple prepared formats such as tables and charts.

I identify simple changes and talk about them.

I sequence the changes.

I am beginning to use scientific language to talk about changes.

Lower Key Stage 2

I can talk about things changing & recognise when questions can be answered by observing over time.

I decide what observations to make and how often & what equipment to use.

I can use a range of equipment to collect data using standard measures.

I make records using tables & bar charts.

I begin to use and interpret graphs produced by data loggers.

I draw simple conclusions from the changes I observed.

I talk about changes using scientific language.

I suggest improvements to the way I observe.

Upper Key Stage 2

 I recognise when observing changes over time will help to answer questions.

I decide how detailed my observations need to be, to make my measurements as accurate as possible.

I use equipment accurately without support.

 I record data appropriately.

 I present data in line graphs.

I recognise the effect of changing over time and number of observations.

 I draw valid conclusions from data about changes

 I recognise the significance of things changing over time.

I talk about and explain changes using scientific knowledge and understanding.

 I evaluate how well I observed over time

Year group

Plan

Do

Review

Foundation Stage

I am curious about similarities & differences.

With help I ask questions about similarities & differences

I talk about my ideas for sorting or matching things.

I use my senses to sort and match things.

I match things that are the same.

I find things that are similar or different

I sort or group things in my own way.

I use simple equipment to help me sort things e.g. boxes / hoops.

I talk about how I have sorted or matched things

Key Stage 1

I ask questions about how and why things are similar or different.

I decide what to observe to identify or sort.

I make comparisons between simple features of objects, materials or living things.

I record my observations in words, pictures or simple tables.

I sort objects by observable or behavioural features.

I record my sorting into sorting circles or tables.

I identify similarities and differences and can talk about them.

I begin to use simple scientific language to talk about how things are similar or different.

I try to use my records to help sort or identify other things.

Lower Key Stage 2

I can talk about what criteria I use to sort and classify things.

I decide what equipment to use to sort and classify.

I talk about things that can be grouped and recognise when questions can be answered by sorting and classifying.

I carry out simple tests to sort and classify according to properties or behaviour.

I use Carroll diagrams, Venn diagrams & more complex tables to sort things.

I use simple keys & branching databases [keys] for things that have clear differences.

I draw simple conclusions about the things I have sorted and classified.

I can talk about the similarities and differences I identified using scientific language

I can suggest improvements to the way I sort & classify.

Upper Key Stage 2

I identify when identifying and classifying will be helpful to answer my questions.

I decide what equipment, tests and secondary sources of information to use to identify and classify things.

I use a series of tests to sort and classify materials.

I use secondary sources to identify and classify things.

I make my own keys and branching databases with 4 or more items.

I use more than one piece of scientific evidence to identify and classify things.

I draw valid conclusions when sorting and classifying

I talk about and explain the significance of sorting and classifying.

I recognise the significance of sorting and classifying.

I evaluate how well my keys worked

Year group

Plan

Do

Review

Foundation Stage

I am curious about patterns

With help, I ask questions about patterns.

I talk about my ideas for finding out about patterns.

I use my senses to look closely for patterns

I observe more than one thing at a time

I make simple records of what I notice with help

I use simple equipment to observe and record patterns.

I talk about what I have done and the patterns I have noticed.

Key Stage 1

I ask questions about why things are linked.

With help, I decide what patterns to observe and measure and suggest how to do it.

I use non-standard units and simple equipment to record events that might be related..

I record in words or pictures, or in simple prepared formats such as tables, tally charts and maps.

I identify simple patterns and talk about them.

I make links between two sets of observations.

I am beginning to use scientific language to talk about patterns.

I talk about whether the pattern was what I expected.

Lower Key Stage 2

I can talk about where patterns might be found & recognise when questions can be answered by pattern seeking.

I can decide on which sets of data to collect & what observations to make & what equipment to use

I can use a range of equipment to collect data using standard measures.

I make records using tables, bar charts or simple scatter graphs.

I begin to use and interpret data collected through data loggers.

I draw conclusions about simple patterns between 2 sets of data

I talk about patterns using scientific language

I suggest improvements to the way I look for patterns.

Upper Key Stage 2

 I recognise when variables cannot be controlled and when pattern seeking will help to answer my questions.

I decide how detailed my data needs to be and when, and which equipment to use, to make my measurements as accurate as possible.

I use equipment accurately to collect observations.

 I record data appropriately and accurately.

I present data in scatter graphs and frequency charts.I recognise patterns in results.

I recognise the effect of sample size on reliability.

I draw valid conclusions from data about patterns and recognise their limitations.

I recognise the significance of relationships between sets of data.

I talk about and explain cause and effect patterns using scientific knowledge and understanding.

I evaluate how well I looked for patterns.

Year group

Plan

Do

Review

Foundation Stage

I am curious about the things in my surroundings.

With help, I ask questions that I can answer with secondary sources.

I listen carefully

I know that information in books and electronic media can be used to answer questions.

I find pictures of things.

I talk to people about what they do and how things work.

I can talk about things I have found out.

Key Stage 1

I ask questions about how things are and the way they work.

With help, I make suggestions about how to find things out.

I use simple books and electronic media to find things out.

I ask questions to find out what people do and how things work.

I record in words and pictures what I found out.

I am beginning to use scientific language to talk about what I found out.

I talk about whether the information source was useful.

I give an opinion about some things I found out.

Lower Key Stage 2

I can talk about how things are and the way they work and recognise when questions can be answered by research using secondary sources.

I use information sources to find the information I need.

I use someone else’s data

I record what I found out in my own words.

I present information in different ways.

I can draw conclusions from my research.

I talk about what the information & data means using some scientific language.

I suggest ways to improve how I find out & use information.

Upper Key Stage 2

I recognise when research using secondary sources will help me to answer my questions.

I decide which sources of information might answer my questions.

I use relevant information and data from a range of secondary sources.

I recognise how data has been obtained.

I start to notice when information and data is biased or based on opinions rather than facts.

I present my findings in suitable formats.

I draw valid conclusions from my research.

I recognise that some scientific questions may not have been answered definitively.

I can talk about and explain my research using scientific knowledge and understanding.

I evaluate how well my research has answered my questions.

Year group

Plan

Do

Review

Foundation Stage

I am curious about how things behave.

With help, I ask questions about things I can test.

I talk about my ideas for testing how things behave.

I use my senses to look closely at how things behave.

I carry out simple tests.

I make simple records of what I have noticed- with help.

I use simple equipment to observe and record.

I talk about what I have done and what I have noticed.

I talk about whether something makes a difference.

Key Stage 1

I ask questions about why and how.

With help, I notice links between cause and effect.

With help, I identify simple variables to change and measure.

I use non-standard units and simple equipment to record data.

I record in words or pictures, or in simple prepared formats such as tables and tally charts.

I interpret and talk about my data.

I am beginning to use simple scientific language to identify and describe simple casual relationships.

With help, I can say if my test is fair.

I say if the relationship is what I expected.

Lower Key Stage 2

I can talk about cause & effect & with support pose a fair test question.

I help to plan a comparative or fair test.

I decide what data to collect.

I decide what equipment to use & how to make observations.

I use a range of equipment to collect data & use standard measures

I make records using tables and bar charts

I begin to use & interpret data collected through data loggers,

I draw simple conclusions from my comparative & fair tests.

I can talk about & explain simple causal relationships, using some scientific language.

I can suggest ways to improve my fair tests.

Upper Key Stage 2

I recognise when variables need to be controlled and when a fair test is the best way to answer my questions.

I can plan a fair test, selecting the most suitable variables to measure, change and keep the same.

I decide what equipment to use to make my measurement as accurate as possible.

I use equipment accurately to collect observations.

 I record data appropriately and accurately.

I present data in line graphs.

I identify causal relationships.

I draw valid conclusions based on the data.

I recognise the significance of fair tests.

I talk about and explain casual relationships using scientific knowledge and understanding.

I can evaluate the effectiveness of my fair testing, recognising that variables were difficult to control.

Year group

Autumn term

Spring term

Summer Term

Year 1

Our body & senses

Seasonal change

Plants

Seasonal change

Plants and flowers

Seasonal change

Year 2

Materials

Living things and their habitats:

Habitats, microhabitats & simple food chains

Animals including humans: Offspring, growth & needs of animals

Plants

Year 3

Animals including humans: skeletons, & muscles.

Forces & Magnet

Rocks & soils

Light

Animals including humans: food and nutrition

Plants

Year 4

Living things and their habitats: classification

States of Matter

Electricity

Sound

Animals including humans: Digestion

Year 5

Properties of materials

Forces: gravity, air & water resistance, levers and pulleys

Earth & Space

Living things and their habitats: life cycles, reproduction (plants and animals)

Animals including humans: describe changes as humans develop to old age

Year 6

Living things- classification

Life cycles

Evolution and inheritance

Animals including humans: circulatory system

Electricity

Light