Subjects

Year group 

Nursery 

Reception  

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

Autumn 1 

Exploring Autumn 

Value: Respect 

Learning Habit: Independence 

EDI: Diversity 

• Animals  

• Food 

• Our Body 

Value: Respect 

Learning Habit: Independence 

EDI: Diversity 

Animals including humans- About Animals 

Value: Respect  

Learning Habit: Independence 

EDI: Diversity  

Animals including humans- Health and Diet 

Value: Respect 

Learning Habit: Cooperation 

EDI: Equality  

Animals including humans-What makes us 

Value:  Curiosity  

Learning Habit: Independence 

EDI: Equality  

Animals including humans-Food and Digestion 

Value:  Curiosity  

Learning Habit: Independence 

EDI 

Studying living things 

Value: Mutual respect 

Learning Habit: Cooperation  

EDI: Inclusion  

Animals including humans- Blood transportation 

Value: Respect 

Learning Habit: Independence 

EDI: Diversity 

Autumn 2 

Sparkle and Shine 

Value: Honesty 

Learning Habit: Resilience  

EDI: 

• The senses  

• Weather and seasons  

Value: Tolerance 

Learning Habit: Resilience 

EDI: Diversity 

Exploring Everyday Materials 

Value:  Curiosity  

Learning Habit: Honesty  

EDI 

Everyday Materials 

Value:  Curiosity  

Learning Habit: Independence 

EDI 

Magnets  

Value: Rule of law 

Learning Habit: Resilience  

EDI: Diversity  

States of matter 

Value:  Curiosity  

Learning Habit: Resilience 

EDI 

Trip : Science Museum  

Properties of materials 

Value: Honesty  

Learning Habit: Independence 

EDI 

Light 

Value: 

Learning Habit: Cooperation 

EDI: 

Spring 1 

Winter Wonderland 

Value: Kindness 

Learning Habit: Cooperation  

EDI: Inclusion  

• Plants  

• Insects 

Value: Kindness 

Learning Habit: Cooperation 

EDI: Diversity 

Seasonal Changes 

Value: Tolerance 

Learning Habit: Independence 

EDI: Diversity  

Living things and their Habitats 

Value: Mutual Respect 

Learning Habit: Resilience  

EDI: Diversity  

Exploring the world of plants 

Value: Kindness  

Learning Habit: Cooperation 

EDI: Inclusion  

Classifying living things and their habitats 

Value: Respect 

Learning Habit: Independence 

EDI: Diversity 

Earth and space 

Value: Kindness 

Learning Habit: Cooperation 

EDI: Diversity 

Trip: Planetarium  

Living things and their habitats 

Value: Mutual Respect 

Learning Habit: Independence 

EDI: Equality 

Trip: Bird world 

Spring 2 

Puddles and Rainbows 

Value: Tolerance 

Learning Habit: Independence 

EDI: 

Trip: In school farm/ Zoolab 

Wisely garden  

• Space  

• Forces 

Value: Curiosity  

Learning Habit: Cooperation 

EDI: Diversity 

Uses of Everyday Materials 

Value: Respect 

Learning Habit: Resilience  

EDI:  

Living things and their habitats – Habitats around the world 

Value: Empathy 

Learning Habit: Cooperation 

EDI: Diversity  

Rocks 

Value: Tolerance  

Learning Habit: Independence 

EDI 

Sound 

Value: Tolerance 

Learning Habit: Cooperation 

EDI 

Changes of materials 

Value: Tolerance 

Learning Habit: Independence 

EDI: Diversity  

Evolution and inheritance 

Value: Tolerance 

Learning Habit: Cooperation 

EDI: Diversity 

Summer 1 

Build it up 

Value: Curiosity  

Learning Habit: Cooperation 

EDI: 

• Materials 

• Machines 

Value: Curiosity  

Learning Habit: Cooperation 

EDI: Diversity 

Introduction to Plants 

Value:  Curiosity  

Learning Habit: Independence 

EDI 

Trip : Local Farm 

Plants Growth and care 

Value: Respect 

Learning Habit: Independence 

EDI 

Trip : Wisely garden  

Light 

Value:  Curiosity  

Learning Habit: Independence 

EDI 

Electricity  

Value:Tolerance 

Learning Habit: Independence 

EDI 

Forces 

Value:  Curiosity  

Learning Habit: Independence 

EDI:  

Electricity 

Value: Tolerance 

Learning Habit: Independence 

EDI 

Summer 2 

Animal Safari 

Value: Mutual respect 

Learning Habit: Cooperation 

EDI 

Activity: Incredible Eggs 

• The beach  

• Health and Safety 

Value:Respect 

Learning Habit: Cooperation 

EDI: Diversity 

Trip : At seaside  

Animals including Humans- About Me 

Value: Respect 

Learning Habit: Independence 

EDI: Diversity  

Animals including Humans-Growth 

Value: Respect 

Learning Habit: Independence 

EDI 

Plants lifecycle 

Value: Kindness 

Learning Habit: Independence 

EDI: Diversity  

Living things and their habitats -Nature and the environment 

Value: Kindness  

Learning Habit: Cooperation 

EDI: Equality 

Animals including humans – The human life cycle 

Value: Respect 

Learning Habit: Resilience 

EDI: Inclusion 

Animals including humans -The heart and health 

Value: Respect 

Learning Habit: Resilience 

EDI 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Asking questions / beginning enquiries

• Ask simple questions and recognise that they can be carried out in different ways

• Ask simple questions and recognise that they can be carried out in different ways

• Ask relevant questions and use different types of scientific enquiry to answer them

• Ask relevant questions and use different types of scientific enquiry to answer them

• Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• Use test results to make predictions and set up further comparative and fair tests

• Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• Use test results to make predictions and set up further comparative and fair tests

Carrying out tests

• Observe closely, using simple equipment
• Perform simple tests

• Observe closely, using simple equipment
• Perform simple tests

• Set up simple practical enquiries, comparative and fair tests
• Make systematic and careful observations, taking measurements with standard units using a range of equipment

• Set up simple practical enquiries, comparative and fair tests
• Make systematic and careful observations, taking measurements with standard units using a range of equipment

• Taking measurements using a range of scientific equipment with increasing accuracy and precision

• Taking measurements using a range of scientific equipment with increasing accuracy and precision

Recording information

• Gather and record data to help answering questions
• Identify and classify

• Gather and record data to help answering questions
• Identify and classify

• Gathering, recording, classifying and presenting data in a variety of ways
• Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
• Report on findings from enquiries in a variety of ways (results and conclusions)
•  

• Gathering, recording, classifying and presenting data in a variety of ways
• Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
• Report on findings from enquiries in a variety of ways (results and conclusions)
•  

• Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graph, bar and line graphs
•  

• Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graph, bar and line graphs
•  

Explaining results

• Use their observations and ideas to suggest answers to questions

• Use their observations and ideas to suggest answers to questions

• Report on findings from enquiries in a variety of ways (results and conclusions
• Use 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
• Use straightforward scientific evidence to answer questions / support findings

• Report on findings from enquiries in a variety of ways (results and conclusions
• Use 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
• Use straightforward scientific evidence to answer questions / support findings

• Use test results to make predictions and set up further comparative and fair tests
• Reporting and presenting finding from enquiries, including conclusion, causal relationship and explanations of and degree of trust in results
• Identify scientific evidence that has been used to support or refute ideas in arguments

• Use test results to make predictions and set up further comparative and fair tests
• Reporting and presenting finding from enquiries, including conclusion, causal relationship and explanations of and degree of trust in results
• Identify scientific evidence that has been used to support or refute ideas in argumen

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

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)
• Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

• Notice that animals, including humans, have offspring which grown into adults
• Find out about and describe the basic needs of animals, including humans, for survival (water, food, air)
• Describe the importance for humans of exercise, eating the right amount of different types of food and hygiene
• Try a variety of healthy snacks; communicate these with parents
• Explore how morning exercise impacts on their ability to learn / focus
• Identify the importance of sleep and how to have good bedtime routines; share with parents

• Identify that animals, including humans, needs the right types and amounts 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
• Try a variety of healthy foods and make healthy meal alternatives; communicate these with parents
• Explore flexibility and link between healthy body / healthy mind through yoga type exercises

• 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
• Identify the importance of keeping teeth clean and healthy; know how to clean teeth properly and the importance of regular visits to the dentist

• Describe the changes as humans develop to old age
• Consider the different levels of care that different age groups need e.g. babies and the elderly, and how this should impact on our interaction with them

• 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

Living things

• Explore and compare the differences between things that are living, dead and things that have never been alive
• Identify that most living things live in habitats to which they are suited and describe how different habitats provide for 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

• 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
• Explore and classify the wildlife in the school and Addlestone; identify how it could be affected by future development

• 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

• 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

Materials / states of matter

• Distinguish between an object and the material from which it is made
• Identify and name everyday materials such as wood, plastic, glass, metal, water, rock
• Describe the simple physical properties of a variety of everyday materials
• Compare and group together a variety of everyday materials on the basis of their simple physical properties

• Identify and compare the suitability of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
• Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
• Identify which materials we need to be careful around and how to do this e.g. what do we do when glass breaks

• 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
• Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

• 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 forma solution, and describe how to recover a substance from a solution
• Use knowledge of S, L, G to decide how mixtures might be separated, including through filtering, sieving and evaporating
• Give reason, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
• Demonstrating that dissolving, mixing and changes of state are reversible changes
• Explain that some changes results in the formation of new materials and this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Plants

• Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
• Identify and describe the basic structure of a variety of common and flowering plants, including trees
• To be able to identify and name the plants and trees in the school grounds

• Observe and describe how seeds and bulbs grow into mature plants
• Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

• 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, room) and how they vary from plant to plant
• Investigate the way in which water is transported in plants
• Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
• Explore responsibility by growing own plant – watering, changing pot when too large etc.

Light and sound

• Recognise that they need light in order to see things and that ark is the absences 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 light from a light source is blocked by an opaque object
• Find patterns in the way that the size of shadows change
• Identify materials as transparent, translucent or opaque

• Identify how sounds are made, associating them with something vibrating
• Recognise that vibrations from sounds travel through a medium to the ear
• Find patterns between the pitch of sound and features of the object that produce it
• Find patterns between the volume of sound and the strength of the vibrations that produce it
• Recognise that sounds get fainter as the distance from the sound source increases

• 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 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

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 teo magnets will attract or repel each other, depending on which poles are facing

• 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 levels, pulleys and gears, allow a smaller force to have a greater effect

Electricity

• Identify common appliances that run on electricity
• Construct a simple series electrical circuit, identifying and naming is 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
• Know how to be safe around electricity, at school at home

• 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 group specific

Seasonal changes

• Observe changes across the four seasons
• Observe and describe weather associated with the seasons and how day length varies

• 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 thigs that have lived are trapped within rock
• Recognise that soils are made from rocks and organic matter

Earth and Space

• Describe the movements 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

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 evoluti