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Year 1

Knowledge, Skills and Understanding breakdown for

Working Scientifically

 

Year 1

 

Observing closely

Performing Tests

Identifying and

Recording findings

 

Classifying

 

 

 

 

 

•  Can they talk about

•  Can they perform a

•  Can they identify and

•  Can they show their

 

what they <see, touch,

simple test?

classify things they

work using pictures,

 

smell, hear or taste>?

•  Can they tell other

observe?

labels and captions?

 

•  Can they use simple

people about what

•  Can they think of

•  Can they record their

 

equipment to help

they have done?

some questions to ask?

findings using standard

 

them make

 

•  Can they answer some

units?

 

observations?

 

scientific questions?

•  Can they put some

 

 

 

•  Can they give a simple

information in a chart

 

 

 

reason for their

or table?

 

 

 

answers?

 

 

 

 

•  Can they explain what

 

 

 

 

they have found out?

 

 

 

 

 

 

 

 

Year 1 (Challenging)

 

 

  • Can they find out by watching, listening, tasting, smelling and touching?
 

 

 

•  Can they give a simple  •

Can they talk about

•  Can they use ICT to

reason for their

similarities and

show their working?

answers?

differences?

•  Can they make

Can they explain what

accurate

 

they have found out

measurements?

 

using scientific

 

 

vocabulary?

 

 

Plants and Animals including humans

 

Plants

Animals, including humans

 

 

 

•  Can they name the petals, stem, leaf,

•  Can they point out some of the

•  Can they name the parts of the

bulb, flower, seed, stem and root of a

differences between different

human body that they can see?

plant?

animals?

•  Can they draw & label basic parts of

•  Can they identify and name a range

•  Can they sort photographs of living

the human body?

of common plants and trees?

things and non-living things?

•  Can they identify the main parts of the

•  Can they recognise deciduous and

•  Can they identify and name a variety

human body and link them to their

evergreen trees?

of common animals? (birds, fish,

senses?

•  Can they name the trunk, branches

amphibians, reptiles, mammals,

•  Can they name the parts of an

and root of a tree?

invertebrates)

animal’s body?

•  Can they describe the parts of a plant

•  Can they describe how an animal is

•  Can they name a range of domestic

(roots, stem, leaves, flowers)?

suited to its environment?

animals?

 

•  Can they identify and name a variety

•  Can they classify animals by what they

 

of common animals that are

eat? (carnivore, herbivore, omnivore)

 

carnivores, herbivores and omnivores?

•  Can they compare the bodies of

 

 

different animals?

 

 

 

 

Year 1 (Challenging)

 
  • Can they name the main parts of a flowering plant?
  • Can they begin to classify animals according to a number of given criteria?
  • Can they point out differences between living things and non-living things?
  • Can they name some parts of the human body that cannot be seen?
  • Can they say why certain animals have certain characteristics?
  • Can they name a range of wild animals?
 

Everyday materials (classifying and grouping)

 

  • Can they distinguish between an object and the material from which it is made?

 

  • Can they describe materials using their senses?

 

  • Can they describe materials using their senses, using specific scientific words?

 

  • Can they explain what material objects are made from?

 

  • Can they explain why a material might be useful for a specific job?

 

  • Can they name some different everyday materials? e.g. wood, plastic, metal, water and rock

 

  • Can they sort materials into groups by a given criteria?

 

  • Can they explain how solid shapes can be changed by squashing, bending, twisting and stretching?

 

Year 1 (Challenging)

 

  • Can they describe things that are similar and different between materials?

 

  • Can they explain what happens to certain materials when they are heated, e.g. bread, ice, chocolate?

 

  • Can they explain what happens to certain materials when they are cooled, e.g. jelly, heated chocolate?

 

 

Seasonal Changes

 

  • Can they observe changes across the four seasons?

 

  • Can they name the four seasons in order?

 

  • Can they observe and describe weather associated with the seasons?

 

  • Can they observe and describe how day length varies?

 

 

 

Year 1 (Challenging)

 

  • Can they observe features in the environment and explain that these are related to a specific season?

 

  • Can they observe and talk about changes in the weather?

 

  • Can they talk about weather variation in different parts of the world?
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