Science – Biology – Plants
Intent, Implementation & Impact –
Subject Key Objective Progression & Development by Year Groups
The following is a guide to help you understand your child’s progression through school.
All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.
Intent, Implementation and Impact
The curriculum is designed with our pupils and the Swinemoor community in mind.
It enables children to access and enhance their understanding of their home, their town and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond.
This will help them become successful members of modern British society, preparing them for the challenges and opportunities.
SCIENCE – Biology – Plants
EYFS: “To make observations and explore plants in their natural environments.”
KS1: “TTo find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.”
KS2: “To describe the life processes of plants.”
EYFS:
Flower (T1)
Leaf (T1)
Stem (T2)
KS1:
Germination (T2)
Seedling (T2)
Deciduous (T2)
KS2:
Anther (T3)
Sepal (T3)
Pistil (T3)
Children will gain an understanding of plants and trees and environments they need to flourish.
Pupils may demonstrate knowledge of a variety of plants and trees that live in different environments.
They will develop their understanding of the importance of plants and trees throughout the world and know the effect of global change on these plants and trees.
What will be made, produced, performed, or published?
Children will produce a piece of portfolio work, demonstrating their knowledge and understanding.
They will participate in a sequence of lessons with a scientific focus, producing a range of evidence including written work.
What knowledge will the children have embedded?
Children will be able to recall specific scientific facts about plans, appropriate to age.
They will demonstrate an understanding of plants in their environment.
What retention may be demonstrated?
Here are some example questions that may be used to assess children’s understanding.
EYFS: Can you name the coloured part of the plant? What do plants need to grow?
KS1: What do you call a tree that loses its leaves in autumn? Can you name some flowers and plants that may grow in your garden?
KS2: Describe the life cycle of a plant using some scientific vocabulary. Name a range of environments where plants may flourish.
Science – Biology – Primary Curriculum
Biology – Foundation stage:
To observe and investigate some flowering plants and trees.
Biology – Year 1:
To observe an investigate some flowering plants, trees and name them.
Biology – Year 2:
To name an increasing number of flowering plants and trees and understand what they need to grow healthily.
Biology – Year 3:
To understand what a range of flowering plants need to grow healthily and describe the functions of different parts:- roots, stem/trunk, leaves and flowers.
Biology – Year 4:
To understand what a range of flowering plants need to grow healthily and understand that different environments can pose dangers or opportunities to living things.
Biology – Year 5:
To know the scientific names of the parts of a plant, their function, how different environments can impact upon them and how plants can adapt.
Biology – Year 6:
To know the scientific names of the parts of a plant, their function and describe the life cycle of a plant, using scientific language.
Biology – Mastery:
To describe the life cycle of a plant, using scientific language and classify plants based on specific characteristics.
This collection of short films and resources will help you understand your child’s progression through school.
The curriculum film resource has been broken down by subject area initially and then by topic area.
