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Lilleshall Primary School

Working Together for Excellence and Enjoyment

Years 1 and 2

Repetitions are highlighted in yellow

Lilleshall Primary School

Science Knowledge and Skills Progression

Years 1 and 2

 

End Points

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions

 

Working towards (KS1 children …)

ARE (KS1 children can…)

Greater Depth (KS1 Children can…)

Work

Scientifically

 

Plan

 

Do

 

Record

 

Review

  • Know about similarities and differences in relation to places, objects, materials and living things.
  • They talk about the features of their own immediate environment and how environments might vary from one another.
  •  They make observations of animals and plants and explain why some things occur, and talk about changes.
  • asking simple questions and recognising that they can be answered in different ways
  •       observe closely, using simple equipment
  • perform simple tests
  • identify and classify
  • gather and recording data to help in answering questions
  • use their observations and ideas to suggest answers to questions
  • Describes what has happened, making comparisons where appropriate. With support, sequences results, e.g. from smallest to largest.

 

  • ask relevant questions and using different types of scientific enquiries to answer them
  • set up simple practical enquiries, comparative and fair tests
  • make systematic and careful observations and , where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gather, record, classify and present data in a variety of ways to help in answering questions
  • record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • use prepared tables and block graphs, including ICT forms.
  • report on findings from enquiries, include oral and written explanations, displays or presentations of results and conclusions
  • use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identify differences, similarities or changes related to simple scientific ideas and processes
  • use straightforward scientific evidence to answer questions or to support their findings.

Animals, including humans (Y1)

  • know about similarities and differences in relation to living things
  •  make observations of animals and plants and explain why some things occur, and talk about changes.
  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals  including pets)
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores

 

  • identify that humans and some animals have skeletons and muscles for support, protection and movement.
  • Construct and interpret a variety of food chains, identifying producers, predators and prey

 

Plants (Y1)

  • Know about similarities and differences in relation to living things
  • make observations of animals and plants…and talk about changes
  • 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 flowering plants, including trees

 

  • identify and describe the functions of different parts of flowering plants: roots, stem/trunk leaves and flowers
  • explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

 

Seasonal Changes (Y1)

  • make observations of animals and plants and explain why some things occur, and talk about changes.
  • observe changes across the four seasons
  • observe and describe weather associated with the seasons and how day length varies
  • Recognise that environments can change and that this can sometimes pose dangers to living things

Animals, including humans (Y2)

  • know about similarities and differences in relation to living things
  •  make observations of animals and plants and explain why some things occur, and talk about changes.
  • notice that animals, including humans, have offspring which grow 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 amounts of different types of food, and hygiene
  • recognise that environments can change and that this can sometimes pose dangers to living things

 

  • Identify that animals, including humans, need the right types and amounts of nutrition, and that they cannot make their own food: they get nutrition from what they eat

 

Living things and their habitats (Y2)

  • know about similarities and differences in relation to living things
  • talk about the features of their own immediate environment and how environments might vary from one another.
  •  make observations of animals and plants
  • explore and compare the differences between things that are living, dead, and things that have never been alive
  • identify and name a variety of plants and animals in their habitats, including micro-habitats
  • 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
  • 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
  • identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups
  • give reasons for classifying plants and animals based on specific characteristics

 

  • recognise that environments can change constantly changing and that this can sometimes pose dangers to specific habitats

 

 

  • construct and interpret a variety of food chains, identifying producers, predators and prey

Plants (Y2)

  • make observations of animals and plants…and talk about changes
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
  • observe and describe how seeds and bulbs grow into mature plants

 

 

  • explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
  • investigate the way in which water is transported within plants

 

 

 

 

 

 

Properties of materials (Y1)

 

  • know about similarities and differences in relation to materials

 

  • distinguish between an object and the material from which it is made
  • compare and group together a variety of everyday materials on the basis of their simple physical properties
  • describe the simple physical properties of a variety of everyday materials
  •  identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock,  paper and cardboard for particular uses

 

  • compare and group together different kinds of rocks on the basis of their simple physical properties
  • recognise that soils are made from rocks and organic matter
  • compare and group materials together, according to whether they are solids, liquids or gases

Changing materials (Y2)

 

  • know about similarities and differences in relation to materials

 

  • identify and compare the suitability of a variety 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

 

  • compare and group together different kinds of rocks on the basis of their simple physical properties
  • recognise that soils are made from rocks and organic matter
  • describe in simple terms how fossils are formed when things that have lived are trapped within rock
  • 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 (°C)
  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

 

Year 1 – key vocabulary

 

Plants

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

 

Animals

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

 

Senses

Senses, touch, see, smell, taste, hear, fingers (skin), eyes, nose, ear and tongue

 

Materials

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

 

Seasons

 

Weather (sunny, rainy, windy, snowy etc.), seasons (Winter, Summer, Spring, Autumn), sun, sunrise, sunset, day length, monsoon, thunder storm

 

 

 

 

 

Year 2 – key vocabulary

 

Living things and habitats

 

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

 

Plants

As for year 1 plus - light, shade, sun, warm, cool, water, grow, healthy, germinate

 

Animals and humans

 

Offspring, reproduction, growth, child, young/old stages (examples - chick/hen, baby/child/adult, caterpillar/butterfly), exercise, heartbeat, breathing, hygiene, germs, disease, food types (examples – meat, fish, vegetables, bread, rice, pasta)

 

Materials

Names of materials – increased range from year 1

Properties of materials - as for year 1 plus opaque, transparent and translucent, reflective, non-reflective, flexible, rigid, shape, push/pushing, pull/pulling, twist/twisting, squash/squashing. Bend/bending, stretch/stretching

 

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