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St Luke’s School

St Luke’s School

Year 1 Science Expectations

Term  Autumn 1: Plants
Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should become familiar with the common names of fish, amphibians, reptiles, birds and mammals, including those that are kept as pets.

Key Learning:  Plants (Observe in the local environment)
KS1: Year 1 – Plants
 Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
 Identify and describe the basic structure of a variety of common flowering plants, including trees.
KS1: Year 1 – Plants
 Observing closely, perhaps using magnifying glasses.
 Comparing and contrasting familiar plants: describing how they were able to identify and group them.
 Drawing diagrams showing the parts of different plants including trees.
Keeping records of how plants have changed over time, for example the leaves falling off trees and buds opening; and comparing and contrasting what they have found out about different plants.

Term  Autumn 2             KS1: Year 1 - Everyday Materials
Pupils should explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with the names of materials and properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; opaque and transparent. Pupils should explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example: brick, paper, fabrics, elastic, foil.

Key Learning:  KS1: Year 1 - Everyday Materials

Distinguish between an object and the material from which it is made.
Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
Describe the simple physical properties of a variety of everyday materials.
Compare and group together a variety of everyday materials on the basis of their simple physical properties.
Performing simple tests to explore questions, for example: ‘What is the best material for an umbrella? ...for lining a dog basket? ...for curtains? ...for a bookshelf? ...for a gymnast’s leotard?’

Term Spring 1
Pupils should observe and talk about changes in the weather and the seasons.
Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.

Key Learning:  Seasonal Changes
Observe changes across the four seasons .
Observe and describe weather associated with the seasons and how day length varies.
Seasonal Changes
Making tables and charts about the weather.
Making displays of what happens in the world around them, including day length, as the seasons change.
This unit provides an ideal opportunity for using data logging equipment to record temperatures.

Term Spring 2
Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes.

Key Learning:          KS1: Year 1: Part 1 –Humans
 Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
 Recognise that humans are animals.
 Compare and describe differences in their own features (eye, hair, skin colour, etc.).
 Recognise that humans have many similarities.

Term Summer 1
Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should become familiar with the common names of fish, amphibians, reptiles, birds and mammals, including those that are kept as pets.

Key Learning:       Year 1: Part 2 - Animals
 Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
 Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
 Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, and including pets).
 Find out and describe how animals look different to one another.
 Group together animals according to their different features
 Recognise similarities between animals:
Structure: head, body, way of moving, senses, body covering, tail.
 Animals have senses to explore the world around them and to help them to survive.
 Recognise that animals need to be treated with care and sensitivity to keep them alive and healthy.
Animals are alive; they move, feed, grow, use their senses and reproduce.

Term Summer 2
Plants.    Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat. Where possible, they should observe the growth of flowers and vegetables that they have planted.
They should become familiar with common names of flowers, examples of deciduous and evergreen trees, and plant structures (including leaves, flowers (blossom), petals, fruit, roots, bulb, seed, trunk, branches, stem).

Key Learning:     Plants (Observe in the local environment)
KS1: Year 1 – Plants
 Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
 Identify and describe the basic structure of a variety of common flowering plants, including trees.  

KS1: Year 1 – Plants
 Observing closely, perhaps using magnifying glasses.
 Comparing and contrasting familiar plants: describing how they were able to identify and group them.
 Drawing diagrams showing the parts of different plants including trees.
Keeping records of how plants have changed over time, for example the leaves falling off trees and buds opening; and comparing and contrasting what they have found out about different plants.

Working Scientifically in Year 1
Observation and conclusions
Make observations
Talk simply about what they see
Answer simple questions about what they see
Describe simple features with simple vocabulary–parts of the body, a tree
Observe closely using simple equipment to help them – e.g. magnifying glass
Enquiry and Prediction
Perform simple tests using simple equipment – e.g. a timer
Talk about some reasons why things might happen, or why something has happened
Understand basic safety rules when testing out their ideas

Data Collection
Recognise that scientific ideas are more than guesses, and based on evidence
Collect data when asked – e.g. a weather station
Count data sets – trees in a field
Sort data within given criteria – tall trees, wet days, blue eyes
Remember and recall information
Underline important facts
Recording
Record what they have seen or done in different ways,
including drawing and labelled diagrams
Record some
information onto a pre prepared chart
Label objects according to simple criteria
Record things they have seen or done from memory