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Progression of Knowledge

Progression Map: Scientific Knowledge and Understanding

 

Plants

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To make simple observations about plants and explain why some things occur.

To name common plants

To observe and describe how seeds and bulbs grow into mature plants.

To identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

 

 

 

To describe the basic structure of flowering plants, including deciduous and evergreen

 

To identify and describe the basic structure of a variety of common flowering plants, including trees.

To describe how plants needs water, light and suitable temperature to grow healthy and strong.

To describe the requirements of plants for life and growth and how they vary from plant to plant.

 

 

 

 

 

 

To investigate the way in which water is transports within plants.

 

 

 

 

 

 

To explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

 

 

 

Plant, leaf, stem, flower, grow, rain, sun, waer, soil, seed

Leaf, flower, blossom, petal, fruit, berry, root, seed, trunk, branch, stem, bark, stalk, bud

All Year 1 vocab +

Sun, warm, cool, water, grow, healthy

Photosynthesis, pollen, insect/wind pollination, seed formation, seed dispersal, wind dispersal, pollen, roots, stem, trunk, leaves, absorb, nutrients, reproduce, germination, stamen, style

 

 

 

Animals including humans

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To notice changes in their bodies after exercise, such as heart beating faster

To identify a variety of common animals, including: fish, amphibians, reptiles, birds and mammals

To know animals including humans, have offspring which grow into adults.

To identify the right types and amount of nutrition human and animals needs.

To describe the simple functions of the basic parts of a human digestive system.

To describe the changes as humans develop from birth to old age.

To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.

To understand the importance of hand washing

To identify a variety of common animals that are carnivores, herbivores and omnivores.

To describe the basic needs of animals, including humans, for survival (water, food and air)

To explain that most animals (including humans) have skeletons muscles for support, protection and movement.

To identify the functions of different human teeth.

 

To identify the main parts of the human circulatory system and describe the function of the heart, blood vessels and blood.

 

To describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds, mammals)

To describe the importance of exercise, eating the correct amount of different types of food, hygiene.

 

To construct and interpret a variety of food chains (identifying the producers, predators and prey).

 

To describe they ways in which nutrients and water are transported within animals, including humans.

 

To label the body parts of a human body and say which part of the body is associated with each sense.

 

 

 

 

 

head, body, eyes, ears, mouth, teeth, leg, tail, wing, claw, fin, scales, feathers, fur, beak, paws, hooves, heart,

amphibian, mammal, omnivore, carnivore, herbivore, touch, taste, smell, feel, hear, see

Offspring, grow, adults, nutrition, reproduce, survival, water, food, air, exercise, hygiene, survival, exercise.

Nutrition, nutrients, carbohydrates, sugars, protein, vitamins, minerals, fibre, fat, water, skeleton, bones, muscles, support, protect, skull, ribs, spine, muscles, joints.

 

 

 

Digestive system, digestion, mouth, teeth, saliva, oesophagus, stomach, small intestine, nutrients, large intestine, rectum, anus, incisor, canine, herbivore, omnivore.

Egg, sperm, ovary, testes, fertilisation, puberty

Heart, pulse, rate, pumps, blood, blood vessel, transported, lungs, oxygen, carbon dioxide, nutrients, water, muscles, cycle, circulatory system, diet, exercise, drugs, lifestyle.

 

Living Things

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To identify similarities and differences between themselves and others, and among families, communities and traditions.

 

To compare differences between things that are living, dead and things that have never been alive.

 

To recognise that living things can be grouped in a variety of ways.

To describe the differences in the lifecycles of a mammal, an amphibian, an insect and a bird.

To describe how living things are classified itp broad groups according to common characteristics and based on similarities and differences, including micro - organisms, plants and animals.

They can talk about their environment.  

 

To identify that most living things live in habitats to which they are suited

 

To group, identify and name a variety of living things in their local environment.

To describe the life processes of reproduction in some plants and animals.

To give reasons for classifying plants and animals based on specific characteristics

 

 

To identify and name a variety of plans and animals in their habitats, including microhabitats.

 

To recognise that environments can change and that this can sometimes pose dangers to living things.

 

 

 

 

To describe how animals obtain their food from plants and other animals using a simple food chain.

 

 

 

 

 

 

Living, dead, never been alive, suited, suitable, basic need, food, food chain, shelter, move, feed, names of local habitats e.g. pond, woodland, names of micro habitats e.g. under logs, in bushes etc.

 

Classification, classification keys, environment, habitat, human impact, positive, negative, migrate, hibernate.

Lifecycle, mammal, amphibian, germination, seed formation, insect, bird, pollination, life processes, plants, animals, reproduction, environment, dispersal, growth, living, eggs, and seeds.

Vertebrates, fish, amphibians, reptiles, birds, mammals, invertebrates, insects, spiders, snails, worms, flowering and non -flowering.

Evolution and Inheritence

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

 

 

 

 

 

To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.

 

 

 

 

 

 

To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

 

 

 

 

 

 

To recognise that living things have changed over times and fossils provide information about living things that inhabited the Earth millions of years ago.

 

 

 

 

 

 

offspring, sexual reproduction, vary, characteristics, suited, adapted, environment, inherited, species, fossils.

 

 

 

Materials

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To introduce and encourage children to use the vocabulary of manipulation e.g. squeeze and prod

To distinguish between an object and the material from which it is made.

To identify the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

 

 

To compare materials on the basis of their properties, including hardness, solubility, transparency, conductivity and response to magnets.

 

To talk about why things happen and how things work.

To identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.

To discover how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

 

 

To know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.

 

To notice changes in properties as they are transformed through becoming wet, dry, flaky or fixed.

To describe the simple physical properties of a variety of everyday materials.

 

 

 

To use knowledge of solids, liquids gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.

 

 

To compare everyday materials based on their simple physical characteristics.

 

 

 

To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals wood and plastic.

 

 

 

 

 

 

To demonstrate that dissolving, mixing and changes of state are reversible changes.

 

 

 

 

 

 

To explain that some changes result 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.

 

Wet, dry, shiny, dull, bendy, stiff, squashy, hard/soft, lumpy, wrinkly. Smooth, rough

Object, material, wood, plastic, glass, metal, water, rock, brick, paper, fabric, elastic, foil, card/cardboard, rubber, wool, clay, hard, soft, stretchy, stiff, bendy, floppy, waterproof, absorbent, breaks/tears, rough, smooth, shiny, dull, see through, not see through

Names of materials: wood, plastic, glass, metal, water, rock, brick, paper, fabric, card, rubber, suitable/unsuitable, use/useful, hard/soft, stretchy/stiff. Rigid/flexible, waterproof/absorbent, strong/weak, rough/smooth, transparent/opaque, shape, push/pushing, pull/pulling, twist/twisting, squash/squashing, bend/bending, stretch/stretching

 

 

Thermal/electrical insulator/conductor, change of state, mixture, dissolve, solution, soluble, insoluble, filter, sieve, reversible/not reversible, change, burning, rusting, new material.

 

States of Matter

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

 

 

 

 

 

 

 

To compare and group materials together, according to whether they are solids, liquids or gases.

 

 

 

 

 

 

To 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

 

 

 

 

 

 

To identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

 

 

 

 

 

Solid, liquid, gas, state change, melting, freezing, melting point, boiling point, evaporation, temperature, water cycle

 

 

Rocks and Soils

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

 

 

To compare different kinds of rocks on the basis of their appearance and simple physical properties.

 

 

 

 

 

 

To describe in simple terms how fossils are formed when things that have lived are trapped within a rock.

 

 

 

 

 

 

To recognise that soils are made from rocks and organic matter.

 

 

 

 

 

 

Rock, stone, pebble, boulder, grain, crystals, layers, hard, soft, texture, absorb, water, soil, fossil, marble, chalk, granite, sandstone, slate, soil, peat, sandy/chalk/clay soil.

 

 

 

Seasonal Changes

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To show concern and care for the environment.

To observe changes across the four seasons.

 

 

 

 

 

To notice changes and differences in the environment.

To observe and describe weather associated with the seasons.

 

 

 

 

 

To develop an understanding of decay and changing over time.

To observe how day length changes.

 

 

 

 

 

Snow, wind, rain, sun, day, night, stormy, cloudy, hot, foggy

Weather (e.g. sunny, rainy, windy, snowy etc.), winter, summer, spring, autumn, sunrise, sunset, day length

 

 

 

 

 

Earth and Space

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

 

 

 

 

To describe the movement of the Earth and other planets, relative to the sun in the solar system.

 

 

 

 

 

 

To describe the movement of the moon relative to the Earth. Describe the Sun, Earth and Moon as approximately spherical bodies.

 

 

 

 

 

 

To use Earth rotation to explain day and night due to the apparent movement of the sun across the sky.

 

 

 

 

 

 

Earth, sun, moon, Mercury, Jupiter, Saturn, Venus, Mars, Uranus, Neptune, Pluto (dwarf planet), spherical, solar system, rotates, star, orbit, planets, axis, night, day, season, galaxy. Meteorite.

 

 

  • Relationships
  • Respect
  • Resourcefulness
  • Reflection
  • Resilience
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