arrow down icon Bottom header curve

Science – Year 6


Download our Year 6 Science curriculum here.

Essential Skills and Knowledge
I can 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.
I can give reasons for classifying plants and animals based on specific characteristics.
I can identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood I can recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
I can describe the ways in which nutrients and water are transported within animals, including humans.
I can recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
I can recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
I can identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
I can recognise that light appears to travel in straight lines.
I can 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.
I can 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.
I can use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
I can associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
I can 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.
I can use recognised symbols when representing a simple circuit in a diagram.
Communication SkillsWorking together Collaborative SkillsProblem Solving
I can report and present findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.
I can discuss reasons why living things are placed in one group and not another.
I can explain how to keep my body healthy and how my body might be damaged by some drugs and other substances that can be harmful to the human body.
I can explain the idea that characteristics are passed from parents to their offspring e.g.- consider different breeds of dogs, and what happens when Labradors are crossed with poodles.
I can appreciate that variation in offspring over time can make animals more or less able to survive in particular environments e.g.- How giraffes necks got longer or the development of insulating fur on the Arctic fox.
I can explain how to work with electricity safely.
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
I can identify scientific evidence that has been used to support or refute ideas or arguments.
I can explore and answer questions that help me to understand how the circulatory system enables the body to function
I can use test results to make prediction to set up further comparative and fair tests.
I can classify animals into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals).
I can design and make a periscope and using the idea that light appears top travel in straight lines to explain how it works.
I can use shadow puppets to investigate the relationship between light sources, objects and shadows.
I can construct simple series circuits to help me answer questions about what happens when I try different components e.g. switches, bulbs, buzzers and motors.
I can design and make a set of traffic lights, a burglar alarm or another useful circuit.
I can represent a simple circuit in a diagram using recognised symbols.
Application of numberInformation Technology
I can take measurements using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
I use ICT to explain my hypothesis, my methods and my results.
When recording my results, I can use a digital camera or I pod independently.
I can use secondary sources and recognise when they will be most useful to research my ideas and begin to separate opinion from fact.
I can use ICT to research the work of famous palaeontologists e.g Mary Anning, Charles Darwin and Alfred Wallace.
I can explore the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.
I can find out about the significance of the work of scientists such as Carl Linnaeus (pioneer of classification)

Reviewed Summer 2014 – New National Curriculum

Privacy Policy

We regard your privacy as important and any personal information you give to us will be used in accordance with the Data Protection Act and the General Data Protection Regulations.

We do not store personal information about individuals who visit this site except where they provide contact information via our contact us page and contact forms available on various pages throughout the website.

Any information you provide will only be used for the reasons specified and it will not be shared with any third party without your consent, unless required by law.

Your contact details are kept securely and are only accessed by authorised members of staff as part of the provision of school services. If you do not wish us to keep this contact information please tell us.

This website uses Google Analytics which provides statistical data about the usage of the site. This information is not used to identify individuals, but is collected to provide us with an understanding of the areas of interest on our site and how our site is being used.

If you are connected to the internet you will have an IP Address. This may take the form of a figure, such as 333.333.22.1. The address will be automatically collected and logged as part of the connection of your computer to our web server and may be used to determine the total number of visits to each part of the site. This data is not collected and used for other purposes.

This website contains links to other websites. The School is not responsible for the privacy practices of other sites or organisations and recommends you consult the privacy information on those sites.

This policy will be reviewed and updated versions will be posted on the website.

If you have any questions about the use of your personal information, the Information Commissioner is the independent regulator for both Data Protection and Freedom of Information.