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Evolution
Year 1 Animals including humans
- identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
- identify and name a 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, including pets)
Year 3 Rocks
- describe in simple terms how fossils are formed when things that have lived are trapped within rock
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.
Electricity
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.
Levers
Year 5 Forces
- recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
Light
Year 3 Light
- 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 an opaque 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.
Sound
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.
Space
Useful for EYSF Space topic or Year 5 Earth and Space topic.
Palaeontology
Year 3 Rocks
- describe in simple terms how fossils are formed when things that have lived are trapped within rock
Also useful for KS1 Dinosaurs topic
Cubetto
Key Stage 1 Computing
- understand what algorithms are; how they are implemented as programs on digital
- devices; and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs
SAM. Labs
Key Stage 2 Computing
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Key Stage 2 Design Technology
- Design: generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
- Technical knowledge: apply their understanding of computing to program, monitor and control their products
Makedo
Key Stage 1 Design Technology
- Design: design purposeful, functional, appealing products for themselves and other users based on design criteria
- Make: select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
- Technical knowledge: build structures, exploring how they can be made stronger, stiffer and more stable
Key Stage 2 Design Technology
- Make: select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- Technical knowledge: apply their understanding of how to strengthen, stiffen and reinforce more complex structures
