Level 3 I can respond to and suggest ideas. With help, I can decide on how to carry out an investigation. I can recognise the need for a fair test and carry one out with help. I am able to use a range of simple measuring equipment safely. I can make relevant observations. I can record and present observations in a variety of ways. I can measure quantities such as length and mass. I can talk and write using relevant scientific vocabulary. I can use ICT to present my findings where appropriate. I can explain my observations and the simple patterns in my recorded measurements. I can say what I’ve found out. Level 1 I can respond appropriately to scientific ideas. I can use a limited range of given resources. I can describe simple features of things I see, hear, feel and smell. I can communicate my findings or what I think in a variety of ways – speech, drawing or simple charts. Level 2 I can respond to suggestions about how to find out. I can offer suggestions. I can safely use simple equipment, which is provided. I can make observations linked to the task. I can make comparisons between things I observe. I can use a simple table. I can use suitable scientific language. I can find, sort or group information. I can say if the results were as I expected. Level 4 I recognise that an investigation can test and answer questions. I can suggest ideas independently. I carry out fair tests regularly. I know how to vary one variable whilst keeping the others the same. I can select suitable apparatus to use safely. I can make a series of appropriate observations and measurements suitable to the task. I can use bar charts and simple graphs to present data. I can use my graphs to point out patterns and trends in my data. I know information can come from a variety of places, such as books, ICT and inventions. I can plot and interpret graphs, using ICT where appropriate. I can state findings using relevant information. I am beginning to use graphs to find and understand patterns and I use these to draw conclusions I am able to link conclusions to my scientific knowledge and understanding. I can suggest how the investigation could be improved. Level 5 I can identify the most suitable kind of investigation to use to answer a question. In fair tests I can identify key factors. I can select and use apparatus with care and accuracy and plan to use it safely. I can make a series of observations and measurements where appropriate with accuracy. I can present data as line graphs. I can use a range of units. I can use relevant sources of information texts, ICT and investigation. I can relate my conclusions to scientific knowledge and understanding. My conclusions are in line with information gathered. I can use line graphs to help me identify trends. I can say how to improve work. I can explain simply any differences between repeat readings. What do I do well when I am Investigating? How can I improve?

Level 3 I know that humans and animals have similar life processes e.g. nutrition, movement, growth and reproduction. I can identify the ways in which an animal is suited to its environment e.g. a fish having fins to help it swim. I know how my teeth break up food into smaller pieces and the importance of dental care. I know that my body needs different foods for activity and for growth. I know that I need to eat a range of foods in my diet to keep healthy. I know that humans have skeletons to support and protect their bodies and to help them move. I know that there are life processes, including growth, nutrition and reproduction, which are common to plants. I know that a lack of water, heat or light can affect the growth of a plant. I can describe in more detail the difference between living and non-living things. Level 1 I can name the outer parts of the human body e.g. hand, elbow, knee. I can recognise similarities and differences between myself and my friends. I can name the external parts of an animals e.g. tail. I can name a range of common animals e.g. fly, goldfish, robin. I can look at and describe a range of animals, identifying features such as colour of coat. I can look at and describe a range of plants and I can name the leaf, flower, stem and root of flowering plants. Level 2 I know that humans and other animals have and use their senses. I know that humans and animals move and grow and need food, water, light and air to survive. I know that humans and animals can have babies which will grow into adults. I know that plants need food, light, air and water to grow. I know that taking exercise and eating the right types of food help humans to keep healthy. I know that medicines are a type of drug. I know that flowering plants grow and make seeds which make new plants. I know different living things are found in different places, e.g. ponds, woods. I know the differences between things that are living and things that are not. I can sort living things into groups, using simple features. I can describe how I have grouped living things e.g. number of legs or shape of leaf. Level 4 I know that the heart acts as a pump. I know where the major organs of the human body are. I know how blood circulates in the body through arteries and veins. I know that the pulse gives a measure of the heart beat rate. I know the effect of exercise and rest on pulse rate. I know that humans and some animals have muscles to support and protect their bodies and to help them to move. I know that tobacco, alcohol and other drugs can have harmful effects. I know that plants need light to produce food for growth, and the importance of the leaf in this process. I can identify parts of a plant e.g. stamen. I know that the root anchors the plant, and that water and nutrients are taken in through the root and transported through the stem to other parts of the plant. I know how pollen and seeds can be transported e.g. by living things and by wind. I can find out about the variety of plants and animals found in different habitats, including the local area. I know that food chains show feeding relationships in an ecosystem and I use terms such as predator and prey. I know that nearly all food chains start with a green plant. I can identify animals and plants using a key. I can identify and group living things systematically. Level 5 I can describe the main functions of some organs of the human body. I can describe the main functions of the flowering plant. I can explain how the main functions are essential to the plant. I know the main stages in the lifecycle of flowering plants including pollination, seed production, seed dispersal and germination. I know about the process of pollination in flowering plants. I can describe the main stages of the lifecycles of humans and flowering plants pointing out similarities. I recognise that there is a great variety of living things and understand the importance of classification. I can explain that different living things are found in different habitats because of differences in environmental factors such as the availability of water. I know how animals and plants in two different habitats are suited to their environment. I know how animals and plants can be identified and assigned to groups by making keys. What do I do well when I am learning about Plants, Humans, Animals and the Environment? How can I improve?

Level 3 I can group materials in a variety ways according to their properties. I can explain why some materials are suitable for specific purposes e.g. glass for windows. I can compare changes in everyday materials e.g. different kinds of wood, rock, metal, paper, plastic, on the basis of their properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of materials. I can explore changes in materials and recognise those that can be reversed and those that cannot. I know that melting and freezing are changes that can be reversed. I know that temperature is a measure of how hot or cold things are. Level 1 I know about a range of properties such as how they look and feel. I can describe materials referring to how they look and feel. I can recognise and name common types of materials e.g. metal, plastic, wood, plastic, wood, paper, rock. Level 2 I can use my senses to describe the similarities and differences between materials. I can find out about the uses made of materials e.g. glass, wood, fabric. I know that objects made from some materials can be changed in shape by stretching, squashing, bending and twisting. I can describe the way some everyday materials change when they are heated or cooled e.g. water, chocolate, bread, clay. I can identify a range of common materials and know about some of their properties. I can sort materials into groups into groups e.g. shininess, hardness or smoothness. I know that some materials are found naturally. Level 4 I can describe differences between properties of different materials. I use appropriate scientific terms to describe changes. I use my knowledge about some reversible and irreversible changes to make simple predictions about whether changes are reversible or not. I know that some materials are better thermal insulators/conductors than others. I know that some materials are better electrical conductors/insulators than others. I can describe and group rocks on the basis of appearance and texture, and soils on the the basis of particle size and permeability. I can recognise differences between solids, liquids and gases. I know that irreversible changes result in a new material being produced which may be useful. I know that the changes that occur when most materials, e.g. wood, wax, are burned are not reversible, and result in a new material being produced. I know that mixing materials e.g. adding salt to water, can cause them to change. I know that heating or cooling materials e.g. ice, water, clay, dough, can cause them to change. I know that solid particles of different sizes, e.g. those in soils, can be separated by sieving. Level 5 I know the part played by evaporation and condensation in the water cycle. I know that some solids e.g. salt, sugar, are soluble in water and will dissolve to give solutions but some, e.g. sand, chalk, will not, and that this provides a means of separating different solids. I know that insoluble solids can be separated from liquids by filtering. I know that solids that have dissolved can be recovered by evaporating the liquid from the solution. I can describe some metallic properties, e.g. good electrical conductor, and use these properties to distinguish metals from other solids. I use knowledge about how a specific mixture can be separated to suggest ways in which similar mixtures might be separated. What do I do well when I am learning about Materials and their Properties? How can I improve?

Level 3 I know that electrical devices will not work if there is a break in the circuit, and that a switch in the circuit can be used to control an electrical device I know that a complete circuit, including a battery or power supply, is needed for a current to flow to make electrical devices work. I can explain that a bulb has not lit because of a break or switch in an electrical circuit. I know that forces act in a particular directions, e.g. paperclip pulled towards a magnet. I know that the weight of an object is the force of the Earth on the object and is measured in Newtons. I can explain the direction of speed of movement of an object changing because of force applied to it. I know that light travels from a light source. I know that sounds travel away from sources, getting fainter as they do so. I know that sounds are made when objects vibrate. Level 1 I can describe the changes in light, movement or sound, which result from actions, e.g. switching on a simple electrical circuit. I know that many everyday appliances use electricity and that they should be used with care. I can describe a change in movement which result from pulling or pushing an object. I can describe the movement of familiar things e.g. bicycles going faster, slowing down, changing direction. I know that light comes from a variety of places, including the Sun. I know that darkness is when there is no light. I know there are many kinds of sound and many sources of sound. Level 2 I know about a range of physical facts and recognise and describe similarities. I can make simple circuits involving batteries, wires, bulbs and switches. I can compare the movement of different objects in terms of speed or direction. I know that pushes and pulls are examples of forces. I know that a push or pull can make something speed up, slow down or change direction. I know that forces are used in changing the shape of an object or breaking it into parts, e.g. rubber band being stretched. I can compare the brightness of lights or the loudness of sounds. I know that sounds are heard when they enter the ear. Level 4 I can describe and explain physical facts, e.g. how the position of the sun changes over the course of the day. I can investigate how switches can be used in simple series and parallel circuits, e.g. battery, two bulbs and a switch. I know that the brightness of bulbs and the rotation of motors can be controlled by altering the current. I know there are ways of varying the current in a circuit, e.g. changing the power supply and changing the length of conductor in a circuit. I can represent simple circuits by drawing circuit diagrams. I can construct circuits following circuit diagrams. I know and can explain how motion is affected by forces. I know that forces can make things speed up, slow down or change directions. I know there are forces of attraction and repulsion between magnets, and forces of attraction between magnets and some materials. I know that friction and air resistance slows moving objects and may stop them from starting to move. I know that the change on shape of a spring is used in forcemeters for measuring forces. I know that we see light sources because the light from them travels and enters our eyes. I know we see objects because light falling on them is reflected. I know that light cannot pass through some materials, and that this leads to the formation of shadows. I know that vibrations are not always visible. I know that the pitch and loudness of sounds produced by some vibrating objects can be changed. I know that vibrations from sound sources can travel through a variety of materials to the ear. I know the relative positions of the Sun, Earth and other planets in the solar system. I know how the position of the Sun appears to change during the day, and how shadows change as this happens. Level 5 I know that the Earth spins around on its axis, and how day and night are related to this spin. I know that the Earth orbits the Sun once each year, and that the Moon takes appropriately 28 days to orbit the Earth. I know that objects that are stretched or compressed exert a force on whatever is changing their shape. I am beginning to apply ideas about physical processes to suggest a variety of ways to make changes, e.g. altering the current in a circuit or altering the pitch or loudness of a sound. I am beginning to use some abstract ideas in descriptions, such as objects being seen when light from them enters the eye. I can use models to explain effects that are caused by the movement of the Earth, e.g. the length of a day or year. What do I do well when I am learning about Electricity, Forces, Light, Sound and The Earth and Beyond? How can I improve?