The Bishops’ School Long Term Plan for Science
Year Group
Year 1
Autumn Term
Year 1
Spring Term
Year 1
Summer Term
Content
Animals including humans
Learn the main body parts of a human
Name and identify the 5 senses
Explore using senses
Seasonal Changes
Name types of weather
Observe changes in the weather
Name and describe the 4 seasons
Observe differences in Sun/day length
Materials
Identify materials
Describe properties of materials
Compare materials
Seasonal Changes/Plants
Know changes happen in Spring
Name common plants
Identify parts of a plant (seed,bulb, root, stem, flower, leaf)
Observe plants growing
Know what plants need to grow
Know that different plants live in different conditions
Identify and name common animals
Explore what animals eat (using terms herbivore, carnivore,
Skills
Observing humans
Comparing humans
Naming body parts
Naming senses
Observing weather
Naming weather and seasons
Comparing weather and seasonal
changes
Observing and using materials
Naming and describing materials
Comparing materials
Selecting materials
Naming plants
Observing plants
Growing plants
Comparing and grouping plants
Observing animals
Naming animals
Year 2 (Watergate)
Autumn Term
Living things and their
environment.
omnivore)
Compare animals
Describe the structure of animals
Differences between living, non-living and things which have
never been alive. Identify how different habitats provide for
the basic needs of different animals. Identify and name a
variety of plants and animals in their habitats. Describe how
animals obtain their food from plants and other animals (food
chains).
Year 2 (Watergate)
Spring Term
Plants
How seeds and plants grow into mature plants. Survival
requirements for plants. Explore local environment to explore
and answer questions about plants growing in their habitat.
Names of common plants, and parts of a plant. That seeds and
bulbs need water to grow but most do not need light. That
seeds have a store of food.
Animals including Humans
Identify types of food that make up their diet. Recognise a
balanced diet and exercise are needed for humans to grow and
stay healthy. Know that animals produce young that grow into
adults. Know that care needs to be taken with medicines.
Sorting animals
Comparing animals
Drawing and labelling animals
Asking questions. Make suggestions
based on own knowledge and say how
they might find out about them.
Perform simple tests. Think about
fair/unfair tests. Explain what they
did.
Identifying and sorting scientifically.
Make observations, measurements
and comparisons.
Present findings in drawings and block
graphs.
Observe the process of plant growth.
Comparative test to show that plants
need water and light to stay healthy.
Observe closely using scientific
equipment and make measurements.
Gathering and recording data. Use
first-hand experience to answer
questions. Begin to draw simple
conclusions. Use scientific
vocabulary. Use a range of texts.
Make comparisons and describe
differences and similarities. Ask
questions about what is needed for
survival. Think about their own diet.
Basic needs of humans.
Year 2 (Watergate)
Summer Term
Use of everyday materials
Year 3
Autumn Term
Animals including humans
(Nutrition)
Light and Shadows
Identify and classify information.
Make observations and record in
block graphs.
Identify and compare a variety of materials, including wood,
Using materials and equipment.
metal, plastic and glass etc. Describe the best material for
Identifying and classifying materials
different purposes. Find out how materials can be changed by and their uses. Observing and using
squashing, bending, twisting and stretching. Describe the
observations to answer questions.
physical properties of a variety of materials, and group them.
Gathering and recording data. To
make comparisons and predictions.
The Chn will identify that animals, including humans, need the
AT1 - record their observations in
right types and amount of nutrition, and that they cannot
written, pictorial and diagrammatic
make their own food; they get nutrition from what they eat
forms. With help, pupils begin to
They will compare and contrast the diets of different animals realise that scientific ideas are based
(including their pets) and decide ways of grouping them
on evidence. Make relevant
according to what they eat. They will research different food observations.
groups and how they keep humans healthy, designing meals
Begin to offer explanations for what
based on what they find out. Find out how food is broken down they see and communicate in a
into smaller bits in our mouths, stomach & intestine. These
scientific way what they have found
small nutrients are absorbed into the blood stream
out. Put forward own ideas about how
(circulatory system), which acts like a transport system to
to find the answers to questions.
deliver nutrients to all parts of the body.
Recognise the need to collect data to
answer questions, carry out a fair
To be able to explain that shadows are formed when light
test with support, recognise and
from a source is blocked; recognise that shadows are similar in explain why it is a fair test with help.
shape to the objects forming them; descried how a shadow
Measure using given equipment.
from the Sun changes over the course of a day; make
Skills
predictions about the shadows formed by different objects or To collect evidence to answer a
materials and make careful observations and measurements of question or test an idea.
To suggest questions and ideas and
the shadows.
Year 3
Spring Term
Plants
To understand the different parts of plants and what their
purpose is. Recognise that plants provide food for humans and
other animals, and that plants need light, water and warmth
and healthy leaves, roots and stems in order to grow well.
Rocks
Name and give characteristics of several rocks; explain that
rocks are used for different purposes; recognise that there is
rock under all surfaces and that soils come from rocks.
Investigations to categorise rocks, experiments to separate
soil samples
how to test them. To make
predictions about what will happen.
To measure length and time using
simple equipment effectively.
To present results in drawings.
To draw conclusions from results and
begin to use scientific knowledge to
suggest explanations for them.
AT1 – Use pictures, writing, diagrams
and tables as directed by the
teacher. Record their observations in
written, pictorial and diagrammatic
forms. Recognise the need to collect
data to answer questions. Carry out a
fair test with support, recognising
and explaining why a test is fair.
Make relevant observations and
measurements using given equipment.
Begin to identify patterns in recorded
measurements.
Skills – To collect evidence to test an
idea. Make predictions about what will
happen. To consider what makes a
test unfair or evidence sufficient
and, with help, plan fair tests.
Make careful measurements of
volumes of water and height of plants.
Recognise that in experiments and
investigations a number of plants
need to be used to provide reliable
evidence. To make generalisations and
begin to identify simple patterns in
results presented in tables.
Year 3
Summer Term
Forces – Springs and Magnets
Animals incl Humans –
Skeletons and Muscles
The Chn will compare how things move on different surfaces.
They will notice that some forces need contact between two
objects, but magnetic forces can act at a distance. The Chn
will observe how magnets attract or repel each other and
attract some materials and not others. They will 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. They will describe magnets as having two
poles predicting whether two magnets will attract or repel
each other, depending on which poles are facing.
The Chn will discuss the main functions of skeletons: support,
protection & movement. Find out that muscles are also needed
for movement. Children feel their own bones & draw & label a
skeleton. Talk about broken bones & look at some X-rays. Find
out that some animals have exoskeletons. Compare them with
endoskeletons like humans have. Examine some sterilised
bones closely & identify some properties. Link to fossils.
Compare other endoskeletons with that of a human. Time for
some muscle building! Children look at joints in the human body
& the movements that each allow before looking at how
muscles control every move we make. Models are constructed
to show how pairs of antagonistic muscles pull to work
together.
AT1 – The Chn will use pictures,
writing and diagrams recording their
observations. They will put forward
their own ideas about how to find the
answers to questions. Make relevant
observations and select equipment
from a limited range. Begin to offer
explanations for what they see.
Evaluate their findings.
SKILLS – In a variety of contexts:
To collect evidence
To suggest questions, ideas and how
to test them.
To make observations and
comparisons, to present results in
drawings. To draw conclusions from
results.
AT1 – Record findings using simple
scientific language and labelled
diagrams. Identify differences and
similarities related to simple
scientific ideas. Set up simple
practical enquiries. Gather and record
data in a variety of ways to help in
Year 4
Autumn Term
Teeth and Eating
Sound
Building on their work in Year 3 children will find out more
about the human digestive system, identifying the parts of
the body involved and the functions performed by each part.
They will focus on particular in teeth and will learn about the
roles and functions of the different types of teeth, making
observations to compare the teeth of herbivores, carnivores
and omnivores and discussing possible reasons for the
differences.
Children will learn about how sounds are made and through
simple tests and experiments they will notice the link between
vibration and sound. They will conduct tests to explore how
answering questions. Report on
findings using models. Set up simple
practical enquiries, comparative and
fair tests
Make accurate measurements using
standard units. Record findings using
simple scientific language and tables.
Report on findings from enquiries.
SKILLS – To collect evidence to
answer a question or test an idea. To
suggest questions and ideas and how
to test them. To make observations
and comparisons. Use results to draw
simple conclusions. Begin to use
scientific knowledge to suggest
explanations.
AT1 - record observations,
comparisons and measurements,
select information from a range of
sources provided for them. Begin to
plot points to form a simple graph use
graphs, to point out and interpret
patterns in their data
With help, pupils begin to realise that
scientific ideas are based on
evidence. Decide on an appropriate
approach in their own investigations
to answer questions. Make a series of
observations, comparisons.
different factors can change pitch and volume.
Skills
To collect evidence in a variety of
contexts to test an idea or prediction
based on their scientific knowledge
and understanding.
To suggest questions that can be
tested and make predictions about
what will happen, some of which are
based on scientific knowledge; to
design a fair test or plan how to
collect sufficient evidence;
In some contexts, to choose what
apparatus to use and what to
measure.
To present results in bar charts and
tables.
to identify simple trends and
patterns in results presented in
tables, charts and graphs and to
suggest explanations for some of
these;
to explain what the evidence shows
and whether it supports any
prediction made;
to link the evidence to scientific
knowledge and understanding in some
contexts
Year 4
Spring Term
Living things and their
habitats
Food Chains
Year 4
Summer Term
Electricity
States of Matter
Chn learn the characteristics of living things & the basic
needs their habitats supply. Establish why classification of
plants & animals is important & classify minibeasts. Read &
construct food chains & webs. Recognise that environments
can change.
All living things in a habitat are interdependent. Plants are
producers & animals are predators &/or prey. Chn investigate
a number of feeding relationships & create food chains to
show the transfer of food (energy) from the producer to the
consumers.
A wonderful food web is woven from simple food chains in this
session as children understand more complex feeding
relationships. They discover the impact that small changes can
have on the whole web. Discuss the importance of plants to all
life on Earth!
Chn construct simple circuits & draw them. They find which
materials are the best electrical conductors & use this
information to make switches. Chn wire plugs & find what
happens to a bulb’s brightness when circuits are changed.
They research scientists.
Chn find out about the properties of the three different
states of matter: solid, liquid & gas. Learn how to use
To make observations and
comparisons of relevant features in a
variety of contexts
to present results in bar charts and
tables
to identify simple trends and
patterns in results presented in
tables, charts and graphs and to
suggest explanations for some of
these
AT1 - record observations,
comparisons and measurements,
select information from a range of
sources provided for them. Begin to
plot points to form a simple graph use
graphs, to point out and interpret
patterns in their data
With help, pupils begin to realise that
scientific ideas are based on
evidence. Decide on an appropriate
thermometers. Set up enquiries about matter changing from
one state to another. Study the water cycle. Investigate air
as an example of a gas.
approach in their own investigations
to answer questions. Make a series of
observations, comparisons.
Skills
Record findings using simple scientific
language, drawings and labelled
diagrams
Report on findings from enquiries
To collect evidence in a variety of
contexts to test an idea or prediction
based on their scientific knowledge
and understanding.
To suggest questions that can be
tested and make predictions about
what will happen, some of which are
based on scientific knowledge; to
design a fair test or plan how to
collect sufficient evidence;
In some contexts, to choose what
apparatus to use and what to
measure.
To present results in bar charts and
tables.
to identify simple trends and
patterns in results presented in
tables, charts and graphs and to
suggest explanations for some of
these;
to explain what the evidence shows
and whether it supports any
prediction made;
to link the evidence to scientific
knowledge and understanding in some
contexts
Year 5
Autumn Term
Earth and Space:
The orbits and earth’s rotation
Relative sizes
Phases of the moon
Length and position of shadows
•
•
use previous knowledge and
experience combined with
experimental evidence to
provide scientific explanations
recognise the key factors to
be considered in carrying out a
fair test
make a series of observations,
comparisons and measurements with
increasing precision
select apparatus for a range of tasks
plan to use apparatus effectively
• begin to make repeat
observations and
measurements systematically
• make predictions based on
their scientific knowledge and
understanding
• draw conclusions that are
consistent with the evidence
•
•
•
Year 5
Spring Term
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.
Human development:
• Know the stages of the human life cycle.
• Understand what happens to our bodies during puberty
Year 5
Summer Term
Forces
Materials
Forces
How air and water resistance affects things.
Who Isaac Newton was.
Actions have an equal and opposite reaction.
That some mechanisms such as a lever can produce a larger
force than the one used to move it.
Materials
compare and group together everyday materials on the
relate evidence to scientific
knowledge and understanding
offer simple explanations for
any differences in their
results
make practical suggestions
about how their working
methods could be improved
use previous knowledge and
experience combined with
experimental evidence to provide
scientific explanations
recognise the key factors to be
considered in carrying out a fair test
relate evidence to scientific
knowledge and understanding
make a series of observations,
comparisons and measurements with
increasing precision
•
•
To make predictions of what
will happen based on scientific
knowledge and understanding,
and suggest how to test these;
to use knowledge and
understanding to plan how to
carry out a fair test or how to
collect sufficient evidence to
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
•
test an idea;
to make relevant observations;
to think about why
observations and
measurements should be
repeated;
to decide whether results
support
any prediction;
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.
Year 6
Autumn Term
Animals, including humans
Living things and their
Identify and name the main parts of the human circulatory
system, and describe the functions of the heart, blood vessels
and blood
to choose what equipment to use
to use results to draw conclusions
and to make further predictions;
habitats
Describe the ways in which nutrients and water are
transported within animals, including humans
Recognise the impact of diet, exercise, drugs and lifestyle on
the way their bodies function
Year 6
Spring Term
Light and Electricity
Year 6
Summer Term
Animals, including humans/
Evolution and Inheritance
Light• light travels in straight lines.
• objects are seen because they give out light or reflect
light into the eye.
• light travels from a light source (sometimes via an
object).
• how shadows are formed.
to suggest and evaluate
explanations for these predictions
using scientific knowledge and
understanding;
to say whether the evidence
supports any prediction made
to choose what evidence to
collect to investigate a question,
ensuring the evidence is
sufficient;
to use tables, bar charts and line
graphs to present results
Electricity• the volume of a buzzer/ brightness of a bulb is
affected by the number and voltage of cells.
• recognise the symbols used in circuit diagrams.
to make comparisons; to evaluate
repeated results;
At the end of unit 6A most children will: recognise that a
green plant needs light and water to grow well and that it
produces new material from air and water; describe how
animals in two habitats are suited to the conditions; represent
feeding relationships in food chains beginning with a green
plant and use keys to identify animals and plants.
to consider how scientists have
combined evidence from
observation and measurement
with creative thinking to suggest
new ideas and explanations for
phenomena
• to identify patterns in results and
results that do not appear to fit
the pattern;
At the end of unit 6C most children will: recognise that
solids remain in the solution when they dissolve and can be
recovered by evaporation; identify several factors that affect
the rate at which a solid dissolves; investigate an aspect of
dissolving, presenting results obtained in a suitable graph and
explaining what the results show.
to decide how to turn ideas into a
form that can be tested and,
where appropriate, to make
predictions using scientific
knowledge and understanding;
to identify factors that are relevant
to a particular situation;
to make a variety of relevant
observations and measurements
using simple apparatus correctly;
to decide when observations and
measurements need to be
checked, by repeating, to give
more reliable data;