curriculum 2019/2020 science —skills progression...tally chart pictograms ubble up explore, play...

Curriculum 2019/2020

Science —Skills Progression

Year 1 Progression & Skills






EYFS Progression & Skills

Wo

rking Scien

tifi

cally

Ask simple questions and recognise

that they can be answered in differ-

ent ways

Use simple equipment to observe

closely

Perform simple tests

Identify and classify

Use his/her observations and ideas

to suggest answers to questions

Gather and record data to help in

answering questions

Ask simple questions and recognise

that they can be answered in differ-

ent ways including use of scientific

language from the national curricu-

lum

Use simple equipment to observe

closely including changes over time

Perform simple comparative tests

Identify, group and classify

Use his/her observations and ideas

to suggest answers to questions

noticing similarities, differences and

patterns

Gather and record data to help in

answering questions including from

secondary sources of information

Ask relevant questions and use

different types of scientific enquiries

to answer them

Set up simple practical enquiries,

comparative and fair tests

Make systematic and careful obser-

vations and, where appropriate, take

accurate measurements using stand-

ard units, using a range of equip-

ment, 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 scien-

tific language, drawings, labelled

diagrams, keys, bar charts, and tables

Report on findings from enquiries,

including oral and written explana-

tions, displays or presentations of

results and conclusions

Use results to draw simple conclu-

sions, make predictions for new

values, suggest improvements and

raise further questions

Identify differences, similarities or

changes related to simple scientific

ideas and processes (Year 3 focus)

Use straightforward scientific evi-

dence to answer questions or to

support his/her findings

Ask relevant questions and use

different types of scientific enquiries

to answer them



Make systematic and careful obser-

vations and, where appropriate, take

accurate measurements using stand-

ard units, using a range of equip-

ment, including thermometers and

data loggers



answering questions

Record findings using simple scien-

tific language, drawings, labelled

diagrams, keys, bar charts, and

tables

Report on findings from enquiries,

including oral and written explana-

tions, displays or presentations of

results and conclusions

Use results to draw simple conclu-

sions, make predictions for new

values, suggest improvements and

raise further questions

Identify differences, similarities or

changes related to simple scientific

ideas and processes




Plan different types of scientific

enquiries to answer questions,

including recognising and control-

ling variables where necessary

Take measurements, using a range

of scientific equipment, with in-

creasing accuracy and precision,

taking repeat readings when appro-

priate

Record data and results of increas-

ing complexity using scientific

diagrams and labels, classification

keys, tables, scatter graphs, bar and

line graphs

Use test results to make predictions

to set up further comparative and

fair tests

Report and present findings from

enquiries, including conclusions,

causal relationships and explana-

tions of and degree of trust in

results, in oral and written forms

such as displays and other presenta-

tions

Identify scientific evidence that has

been used to support or refute

ideas or arguments

Plan different types of scientific en-

quiries to answer their own or others'

questions, including recognising and

controlling variables where necessary

Take measurements, using a range of

scientific equipment, with increasing

accuracy and precision, taking repeat

readings when appropriate

Record data and results of increasing

complexity using scientific diagrams

and labels, classification keys, tables,

scatter graphs, bar and line graphs

Use test results to make predictions to

set up further comparative and fair

tests


enquiries, including conclusions, causal

relationships and explanations of and

degree of trust in results, in oral and

written forms such as displays and

other presentations


enquiries, including conclusions, causal

relationships and explanations of and

degree of trust in results, in oral and

written forms such as displays and

other presentations

Describe and evaluate their own and

other people’s scientific ideas related

to topics in the national curriculum

(including ideas that have changed over

time), using evidence from a range of

sources

Group and classify things and recognise

patterns

Children use everyday lan-guage to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve prob-lems.

Curriculum 2019/20









Wo

rking Scien

tifi

cally

Explore, play and discuss Simple predictions (verbal) Equipment: Rulers, tape measures etc. Magnifying glass Quadrant Scales Measuring jugs Hoops—Venn diagrams Recording data: Tables

Venn diagrams

Tally chart

Pictograms

Bubble up

Explore, play and discuss Simple predictions (written) Equipment: Rulers, tape measures etc. Magnifying glass Quadrant Scales Measuring jugs Hoops—Venn diagrams Plants—seeds, soil, pots Recording data: Tables

Venn diagrams

Tally chart

Pictograms

Write a sentence about their

findings.

Explore and discuss

Set up given investigations

Carry out given investigations Gather & record data using bar

charts, tables, labelled diagrams &

keys

Equipment: Rulers, tape measures etc. Torches Different rocks Magnifying glass Quadrant Scales Measuring jugs Recording data: Tables

Venn diagrams

Tally chart

Bar chart

Pictograms

Written and oral findings Simple conclusions Make further predictions from find-ings

Explore and discuss

Set up given investigations

Carry out given investigations

Gather & record data using bar

charts, tables, labelled diagrams &

keys

Equipment: Rulers, tape measures etc. Thermometers Datalogger Sound meter Magnifying glass Quadrant Scales Measuring jugs Recording data: Tables

Venn diagrams

Tally chart

Bar chart

Pictograms

Written and oral findings Simple conclusions Make further predictions from findings

Explore and discuss

Plan own investigation

Form an enquiry

Form a hypothesis

Predict with reasons—hypothesis,

dependent variables, independent

variables, control variables, fair test,

anomalies, conclusion

Measurement: Length

Mass

Capacity

Mass

Capacity

Force

Temperature

Speed

Volume

Scientific symbols

Equipment: Scales Data logger Newton meter Trundle meters Rulers, tape measure, meter sticks Thermometer Stop watch Measuring cylinder Measuring jugs

Recording data: Graphs

Diagrams

Classification keys

Tables

Charts

Explore and discuss

Plan own investigation

Form an enquiry

Form a hypothesis

Predict with reasons—hypothesis,

dependent variables, independent

variables, control variables, fair test,

anomalies, conclusion

Measurement: Length

Mass

Capacity

Force

Mass

Capacity

Temperature

Speed

Volume

Scientific symbols

Electrical symbols

Equipment: Scales

Data logger

Trundle meters

Newton meter

Rulers, tape measure, meter sticks

Thermometer

Stop watch

Measuring cylinder

Measuring jugs

Recording data: Graphs

Diagrams

Classification keys

Tables

Charts

Explore, play and discuss Simple predictions (verbal) Equipment: Textile materials Rulers Measuring jugs Non-standard measure-ments Floating & Sinking Sorting activities using large circles Magnets Recording data: Tally charts drawn on the

floor in chalk

Curriculum 2019/20









An

imals in

clud

ing H

um

ans

Identify and name a variety of common

animals including fish, amphibians, reptiles,

birds and mammals

Classification Come up with definitions for

each group and understand features of

each—do they live on land, in water? How

could they be sorted? Identify features for

each type of animals (asking questions like

does it have wings, fins, scales).

Identify and classify using observations to

suggest answers to questions

Identify and name a variety of common

animals that are carnivores, herbivores and

omnivores

Definitions of main terms, what are the

food types (transfer knowledge of dino-

saurs from EYFS to year 1), names of

animals, types of teeth (use descriptions

flat, sharp)(again transfer from dinosaurs)

Describe and compare the structure of a

variety of common animals (fish, amphibi-

ans, 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—name the 5 senses and link each

sense to a part of the body, go on senses

walk

Notice that animals, including humans,

have offspring which grow into adults

Match animals to their young, introduce

life cycles, eggs vs live babies (link back to

birds, reptiles, mammals), look at life

stages briefly and introduce vocabulary

for baby, toddler, child, teenager, adults

etc., observe differences at different life

stages (things they can/cannot do—cross

curricular with PSHE)

Find out about and describe the basic

needs of animals, including humans, for

survival (water, food and air) Diet of

animals (link back to herbivore, carnivore,

omnivore). Describe what would happen

if animals didn’t get their basic needs.

Describe the importance for humans of

exercise, eating the right amounts of

different types of food, and hygiene

Name and identify different types of food

and food groups. Introduce vocab—

protein, carbohydrate, fruit, vegetable

and healthy plate.

Identify that animals, including humans,

need the right types and amount of nutri-

tion, and that they cannot make their own

food; they get nutrition from what they eat

Understand term nutrition, nutrients.

Understand there are different types of

food. 1 Carbohydrates. 2 Proteins 3) dairy

4 )Fruit and vegetables 5) Fats and sugars.

Vitamins minerals. Gather, record, classify

and present data How do we benefit from

nutrition?

Understand healthy proportions of each

food type. Having knowledge of hunter

gatherers, scavengers etc. hunter, gatherer,

scavenger

Identify that humans and some other

animals have skeletons and muscles for

support, protection and movement. What

is the purpose of a bone? The Skull, Shoul-

der girdle, Arm, Hand, Ribs, Spine, Coccyx,

Pelvic girdle, Leg - Femur, Tibia, and Fibula,

Ankle, Foot Labelled diagram. What is the

purpose of a muscle? Help you to move,

pump blood, digest food and breathe

Contract, relax Labelled diagram of mus-

cle—tendon, fibre bundle, connective

tissue, muscle fibre Biceps, triceps. Generic

facts—heart and tongue are muscles, 350

in the body and muscular system is the

largest system in the body

What does support mean? What do they

need support for? What does protection

mean? What do they need protection

from?

What does movement mean? Why do they

need to move? How do they move? Enquiry

Describe the simple functions of the basic

parts of the digestive system in humans .

What happens to the food we eat?

Enquiry Where does our food go? Turned

into energy to help our muscles move

What does the term system suggest? If

one part were to fail the whole system

would stop working What does the term

function mean? The purpose of some-

thingWhat are the body parts used in the

digestive system? Labelled diagram

Mouth, tongue, throat (oesophagus),

stomach, small intestine, large intestine,

pancreas, anus.

Identify the different types of teeth in

humans and their simple functions What

is the purpose of teeth? Reduce size of

food to prevent choking Molars, incisors,

canines, premolars—compare and

contrast. Gather, classify and present

data Baby teeth and adult teeth – com-

pare and contrast.

Construct and interpret a variety of food

chains, identifying producers, predators

and prey . What does construct and

interpret mean? Make and understand

What does a food chain show? The

relationship between the animals and

what they eat Identify difference, similari-

ties and changes. What do the words

predator, prey and producer mean? If

farmers put down pesticides to remove

pests what will happen further down the

food chain?

Record findings using simple scientific

language, drawings, labelled diagrams,

keys, bar charts, and tables

Identify differences, similarities or changes

related to simple scientific ideas and

processes

Describe the changes as humans develop to old age.

Understand gestation, birth, infancy,

childhood, adolescence, adulthood, old age

and related ages. Understand physical

growth until adulthood. Create timeline to

indicate stages of growth I humans.

Link to lifecycles (Year 5 Living things and

habitats)

Identify scientific evidence that has been

used to support or refute ideas or argu-

ments—compare and analyse gestation

periods of different types of animals.

Collect and compare data on average

heights as we grow up.

Identify and name the main parts of the

human circulatory system, and describe the

functions of the heart, blood vessels and

blood

Vocabulary: Structure of heart, types of blood

vessels, structure of lungs, oxygen, carbon

dioxide. Recall systems already studied—

digestive system (year 4) and importance of

getting blood around the body for muscles

(year 3)

Record using scientific diagrams and labels

Recognise the impact of diet, exercise, drugs

and lifestyle on the way their bodies function

Pulse rate, heart rate, breathing rate, effect of

drugs (legal and illegal) on body

Record data and results using tables, and line

graphs and use repeat readings

Describe the ways in which nutrients and

water are transported within animals, includ-

ing humans—blood vessels, heart, lungs and

links to digestive system

Causal relationships and explanations

They make observations of animals and plants and explain why some things occur, and talk about changes. Real life animals to observe and explore (fish, frog spawn, chicks). Naming and grouping animals. Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Recognising, naming and sorting food.

Curriculum 2019/20









Living th

ings an

d th

eir hab

itats

Explore and compare the differences

between things that are living, dead, and

things that have never been alive

How do you know if something is living or

dead? It moves, it breathes, takes in food,

grows (NERG)

Humans, animals and objects (materials

that make up objects)


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 What is a habitat? How is the animal

suited to that habitat? Fish have gills to

breathe in water, polar bears have thick

fur to keep warm, birds have wings to fly

etc. What does the word suited mean?

What are the basic needs of an animal?

Movement, food, shelter. Sorting Match

animals to habitats and what they eat.

Identify and name a variety of plants and animals in their habitats, including micro-habitats. Tally charts, identification guides.

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.

(Linked to animals including humans)

Recognise that living things can be

grouped in a variety of ways. Vertebrates ,

in vertebrates

Explore and use classification keys to help

group, identify and name a variety of living

things in their local and wider environ-

ment

Recognise that environments can change

and that this can sometimes pose dangers

and have an impact on living things.

Deforestation, change of land use

Gather, record, classify and present data in

a variety of ways to help in answering

questions

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

Research and describe the life cycle of

different living things, e.g. mammal,

amphibian, insect bird. Compare and

analyse the differences between different

life cycles. Describe the process of repro-

duction in plants. Explain how new plants

can be grown from cuttings and bulbs.

Why is pollination so important to garden-

ers and farmers? If rabbits have so many

babies, why isn’t the world covered in

rabbits? Why does a frog need to produce

so many tadpoles?

Take measurements and present findings

from enquiries. Make regular observations

over a few months.

Describe how living things are classified into

broad groups according to common observa-

ble characteristics and based on similarities

and differences, including micro-organisms,

plants and animals

Give reasons for classifying plants and animals

based on specific characteristics .

Create classification keys

Record data and results of increasing com-

plexity using scientific diagrams and labels,

classification keys, tables, scatter graphs, bar

and line graphs


patterns

Children know about similarities and differences in relation to places, objects, materials and living things. They make observations of animals and plants and explain why some things occur, and talk about changes. Naming and grouping animals.

Curriculum 2019/20









Mate

rials

Distinguish between an object and the material from which it is made Name materials, match objects and

materials, compare objects.

Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

Describe the simple physical prop-erties of a variety of everyday mate-rials Key vocab—hard, soft bendy, trans-

parent, thick, thin, fluffy

Compare and group together a

variety of everyday materials on the

basis of their simple physical proper-

ties

Identify and classify

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and card-board for particular uses Key vocab—rigid, transparent


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

Compare and group together everyday

materials on the basis of their properties,

including their hardness, solubility,

transparency, conductivity (electrical

and thermal), and response to mag-

nets

Understand related vocabulary, be able to

apply scientific vocabulary when explaining

uses of materials.

Give reasons, based on evidence from

comparative and fair tests, for the

particular uses of everyday materials,

including metals, wood and plastic

Recognise that some materials will

dissolve in liquid to form a solution, and

describe how to recover a substance

from a solution Understand related vocab-

ulary, be able to apply in explanations..

Understand why a material has ben

used for a purpose. Use scientific

diagrams and labels.

Use knowledge of solids, liquids and

gases to decide how mixtures might be

separated, including through filtering,

sieving and evaporating Investigate and

apply knowledge

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 Plan different types of scientific

enquiries to answer questions, including recognising and controlling variables where necessary . Record data and results of increasing

complexity using scientific diagrams and

labels,

Use test results to make predictions to set

up further comparative and fair tests

Children know about similar-ities and differences in relation to places, objects, materials and living things. Exploration of a range of materials. Comparing and sorting.

Curriculum 2019/20









Force

s & M

agnets

Compare how things move on differ-

ent surfaces

Notice that some forces need

contact between two objects, but

magnetic forces can act at a distance

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 two magnets

will attract or repel each other,

depending on which poles are facing



Identify scientific evidence that has

been used to support or refute ideas

or arguments

Explain that unsupported objects fall

towards the Earth because of the force of

gravity acting between the Earth and the

falling object . What is gravity? Explain

some of the effects of gravity. What

would happen if there was no gravity?

What would happen if the force of gravity

on Earth was bigger? Understand force of

gravity related o mass of objects. Consid-

er effects of other masses e.g. Sun and

moon.

Identify the effects of air resistance,

water resistance and friction, that act

between moving surfaces . Identify and

observe a variety of forces that slow

things down. Plan different types of

scientific enquiries to answer questions,

including recognising and controlling

variables where necessary




readings when appropriate . (Scales on

force meters, stopwatches, lmeasrure-

men of length ) Record data, present in

tables and graphs

Recognise that some mechanisms,

including levers, pulleys and gears, allow

a smaller force to have a greater effect .

Be able to explain how levers, pulleys,

springs and gears transfer force and

motion

Design and make machines that use

levers, pulleys, springs and gears What is

meant by a machine?

Does a machine have to be complicated?

How do machines work? Give examples.

How do machines differ?

Curriculum 2019/20









Electricity

Identify common appliances that run

on electricity—classifying applianc-

es, experiential, batteries and mains

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—draw

circuits but don’t use recognised

symbols for different components.

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 conduc-

tors and insulators, and associate

metals with being good conductors



Use a range of equipment including

light bulbs, wires, buzzers

Record findings using tables




Plan different types of scientific

enquiries to answer their own or

others' questions, including recog-

nising and controlling variables

where necessary

Recall circuit symbols for cell, battery,

switch, motor and buzzer.

Record using scientific diagrams and

labels

Construct simple circuits using bulbs,

motors, buzzers and switches.

Recognise and explain what is needed

for a circuit to work. To present find-

ings and conclusions.

Record data and results using tables,

and line graphs and use repeat read-

ings

Use test results to make predictions to

set up further comparative and fair

tests

Associate the brightness of a lamp or

the volume of a buzzer with the num-

ber and voltage of cells used in the

circuit

Compare and give reasons for varia-

tions in how components function,

including the brightness of bulbs, the

loudness of buzzers and the on/off

position of switches

Use recognised symbols when repre-

senting a simple circuit in a diagram

Curriculum 2019/20









Evolu

tio

n &

Inh

eritance

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 off-

spring of the same kind, but normally off-

spring 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

Describe and evaluate their own and other

people’s scientific ideas related to topics in

the national curriculum (including ideas that

have changed over time), using evidence from

a range of sources


patterns

Light

Recognise that he/she needs 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 eyes Recognise that light from the sun can be dangerous and that there are ways to protect eyes Find patterns in the way that the size of shadows change Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermome-ters and data loggers Plan different types of scientific enquiries

to answer their own or others' questions,

including recognising and controlling

variables where necessary




readings when appropriate

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

Record using scientific diagrams and labels

Record data and results using tables, and line

graphs and use repeat readings

Use test results to make predictions to set up

further comparative and fair tests

Curriculum 2019/20









Sou

nd

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

Set up simple practical enquiries, compara-tive and fair tests

Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermom-eters and data loggers / sound meter / precise reading of scales.

Use of tables and graphs. Make plausible

Season

al Ch

anges

Observe changes across the four seasons

Know months of the year and which months are in which seasons and the names of those seasons. Know the features of each season and how they differ

Know colours associated with each season and the textures. Know what snow, rain, hail etc are

Basic measuring of temperature using simple equipment and comparing hot with cold. To know how to protect yourself in different weather conditions e.g. sun-cream, umbrella, jumpers, wellies

Mention hibernation and lifecycle/reproduction (in spring?)

Observe and describe weather associated with the seasons and how day length varies

Curriculum 2019/20









Plan

ts

They make observations of animals and plants and explain why some things occur, and talk about changes. Forest schools.

Identify and name a variety of common wild and garden plants, including decidu-ous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Label diagrams of plants with main parts—

leaves, stems, trunk, flower

Sunflower, daffodil, runner bean.

Use simple equipment to observe closely

Observe and describe how seeds and bulbs grow into mature plants .Sunflower, daffodil, runner bean Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy Begin to learn the role of main parts of a

plant like root and leaves.

Describe how a plant changes as it grows

and what it needs to grow.

Observe changes and measure using

simple equipment, gather and record

data, perform simple tests

Life cycle of a seed or bulb

Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Label diagrams of flowering plants. (dissecting alstroemeria)

What role/purpose does each part have (leaves, roots carry water— how?). How each part links to growth.

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 Explore the part that flowers play in the life cycle of flower-ing plants, including pollination, seed formation and seed dispersal Set up simple practical enquiries, compara-

tive and fair tests

Record findings using simple scientific

language, drawings, labelled diagrams,

keys, bar charts, and tables

Curriculum 2019/20









Earth &

Space

Describe the movement of the Earth, and

other planets, relative to the Sun in the

solar system.

Learn that the sun is a star at the centre of

our solar system. Name planets in order of

distance from sun.

Investigate the way that ideas about the

solar system have developed. Understand

how the geocentric model of the solar

system gave way to the heliocentric model.

Describe the movement of the Moon

relative to the Earth.

Understand that a moon is a celestial body

that orbits a planet . Explain how the moon

orbits the Earth to create a month.

Describe the Sun, Earth and Moon as

approximately spherical bodies. Identify

scientific evidence that has been used to

support or refute ideas or arguments.

Compare evidence that supports spherical

vs flat Earth.

Use the idea of the Earth's rotation to

explain day and night and the apparent

movement of the sun across the sky.

Use a model of the sun and Earth that

enables explanation of day and night.

Compare the time of day at different places

on the Earth through internet links and

direct communication.

Observe and measure shadows throughout

day. Construct simple shadow clocks and

sundials.

Curriculum 2019/20









Ro

cks

Compare and group together differ-

ent kinds of rocks on the basis of

their appearance and simple physical

properties



answering questions . Identify differ-

ences, similarities or changes related

to simple scientific ideas and process-

es (Year 3 focus)

Describe in simple terms how fossils

are formed when things that have

lived are trapped within rock

Recognise that soils are made from

rocks and organic matter

States o

f Matt

er

Compare and group materials togeth-er, 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 tempera-ture at which this happens in degrees Celsius (°C)

Make systematic and careful observa-tions and, where appropriate, take accurate measurements using stand-ard units, using a range of equipment, including thermometers and data loggers .

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

Use straightforward scientific evidence to answer questions or to support his/

curriculum 2019/2020 science —skills progression...tally chart pictograms ubble up explore, play...

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