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Year 6

Science Planning Knowledge Content, and Working Scientifically Skills

In Year 6 pupils should be taught

 

Code

Living Things and their Habitats

LTH1

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

LTH2

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

 

Animals including Humans

AH1

identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

AH2

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

AH3

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

 

Evolution and Inheritance

EI1

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

EI2

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

EI3

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

 

Light

L1

recognise that light appears to travel in straight lines

L2

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

L3

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

L4

use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

 

Electricity

E1

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

E2

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

E3

use recognised symbols when representing a simple circuit in a diagram.

 

Working Scientifically

WS1

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

WS2

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

WS3

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

WS4

using test results to make predictions to set up further comparative and fair tests

WS5

reporting and presenting findings from 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

WS6

identifying scientific evidence that has been used to support or refute ideas or arguments.

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