Chapter library

Chapter 1: Five animal groups: naming fish, amphibians, reptiles, birds and mammals

• Can name common animals and pets, such as a goldfish, frog, newt, snake, robin, duck, cow and hamster
• Can say whether a common animal is a fish, an amphibian, a reptile, a bird or a mammal, using body clues

Year 1 science

Chapter 2: Body coverings: fur, feathers, scales and smooth, damp skin

• Can describe an animal's body covering as fur or hair, feathers, scales, or smooth, damp skin

Year 1 science

Chapter 3: Body parts: legs, wings, fins, tails and beaks

• Can name and count body parts such as legs, wings, fins, tails, gills and beaks, and say what they help an animal do

Year 1 science

Chapter 4: Sorting animals into fish, amphibians, reptiles, birds and mammals using body clues

• Can say whether a common animal is a fish, an amphibian, a reptile, a bird or a mammal, using body clues

Year 1 science Year 1 science

Chapter 5: Pets: naming pets and comparing how their bodies are built

• Can say what is the same and what is different about how two animals are built, including pets
• Can name common animals and pets, such as a goldfish, frog, newt, snake, robin, duck, cow and hamster

Year 1 science Year 1 science

Chapter 1: What do living things need?

• Can explain that animals and plants need food, water, air, shelter and the right temperature to survive

Chapter 2: A habitat is a home

• Can explain that animals and plants need food, water, air, shelter and the right temperature to survive
• Can match animals to habitats that suit them, like a polar bear to the Arctic and a camel to the desert

Chapter 3: The right home

• Can match animals to habitats that suit them, like a polar bear to the Arctic and a camel to the desert

Chapter 4: Tiny homes

• Can find minibeasts in microhabitats, like under a log, and explain why they live there

Chapter 5: Food chains

• Can build a simple food chain, such as grass, rabbit, fox, and say who eats whom

Chapter 6: Alive, dead or never alive?

• Can sort things into living, dead (once alive) and never alive

Chapter 1: The rabbit

• Can describe which animal parents feed and look after their young
• Can name and order the stages in the life cycles of a rabbit, a frog, a butterfly and a robin
• Can tell which animals lay eggs and which give birth to live young that drink milk

Chapter 2: The frog

• Can explain metamorphosis: how frogs and butterflies change completely as they grow
• Can name and order the stages in the life cycles of a rabbit, a frog, a butterfly and a robin

Chapter 3: The butterfly

• Can explain metamorphosis: how frogs and butterflies change completely as they grow
• Can name and order the stages in the life cycles of a rabbit, a frog, a butterfly and a robin

Chapter 4: The robin

• Can describe which animal parents feed and look after their young
• Can name and order the stages in the life cycles of a rabbit, a frog, a butterfly and a robin
• Can tell which animals lay eggs and which give birth to live young that drink milk

Chapter 1: Offspring: animals, including humans, have babies

• Can match baby animals, including human babies, to their parents and knows that babies are called offspring

Year 2 science

Chapter 2: Names of offspring: kitten, puppy, lamb, calf and more

• Can name baby animals, such as kitten, puppy, lamb, calf, foal, chick, cygnet and joey

Year 2 science

Chapter 3: Humans grow into adults: baby, toddler, child, teenager, adult

• Can put the stages of growing up in order: baby, toddler, child, teenager, adult

Year 2 science

Chapter 4: Do offspring look like their parents? Some do, some don't

• Can say which baby animals look like their parents and which look very different, like tadpoles and caterpillars

Year 2 science

Chapter 5: Life cycles: animals grow from eggs and babies into adults

• Can put simple life cycles in order: egg, chick, chicken; frogspawn, tadpole, froglet, frog; egg, caterpillar, chrysalis, butterfly

Year 2 science

Chapter 1: What animals eat: sorting plant food and meat food

• Can sort animal food into plants and meat, knowing that fish, worms and bugs are animals too

Year 1 science

Chapter 2: Herbivores: animals that eat only plants

• Can name common animals that are herbivores, which eat only plants, such as cows, rabbits and elephants

Year 1 science

Chapter 3: Carnivores: animals that eat only meat

• Can name common animals that are carnivores, which eat only meat, such as lions, sharks and owls

Year 1 science

Chapter 4: Omnivores: animals that eat plants and meat

• Can name common animals that are omnivores, which eat plants and meat, such as pigs, bears and people

Year 1 science

Chapter 5: Sorting animals into carnivores, herbivores and omnivores

• Can sort a mix of common animals into carnivores, herbivores and omnivores and say what each one eats

Year 1 science

Chapter 1: Grouping living things in different ways

• Can sort the same living things into groups in different ways, using rules and Venn diagrams

Year 4 science

Chapter 2: Vertebrates and invertebrates: animal groups

• Can sort animals into vertebrates and invertebrates, and then into smaller groups such as mammals, birds, insects and spiders

Year 4 science

Chapter 3: Flowering and non-flowering plants

• Can sort animals into vertebrates and invertebrates, and then into smaller groups such as mammals, birds, insects and spiders
• Can sort plants into flowering plants (including grasses and trees) and non-flowering plants such as ferns and mosses

Year 4 science

Chapter 4: Building a key with yes/no questions

• Can choose yes or no questions about things you can see or count, which split a group of living things in two
• Can follow a branching key or a number key, one question at a time, to identify and name a living thing

Year 4 science

Chapter 5: Using branching keys and number keys

• Can follow a branching key or a number key, one question at a time, to identify and name a living thing

Year 4 science

Chapter 6: Making your own classification key

• Can choose yes or no questions about things you can see or count, which split a group of living things in two
• Can follow a branching key or a number key, one question at a time, to identify and name a living thing

Year 4 science Year 4 science

Chapter 1: Producers: green plants that make their own food

• Can explain that producers are green plants that make their own food using sunlight, and spot the producer at the start of a food chain

Year 4 science

Chapter 2: Food chain arrows: showing what is food for what

• Can build a food chain that starts with a producer, with arrows pointing from the food to the animal that eats it

Year 4 science

Chapter 3: Predators and prey: hunters, the hunted and animals that are both

• Can identify the predators and prey in a food chain, including animals that are both predator and prey

Year 4 science

Chapter 4: Constructing food chains in different habitats

• Can build a food chain that starts with a producer, with arrows pointing from the food to the animal that eats it
• Can explain that producers are green plants that make their own food using sunlight, and spot the producer at the start of a food chain

Year 4 science

Chapter 5: Interpreting food chains: what eats what, and what happens if something changes

• Can read a food chain to say what eats what, and explain what might happen if one living thing in the chain disappeared

Year 4 science

Chapter 1: Sunrise

• Can explain that plants are producers that make food using sunlight, and animals are consumers that eat

Chapter 2: Hungry rabbit

• Can explain that plants are producers that make food using sunlight, and animals are consumers that eat

Chapter 3: Here comes a fox

• Can build a food chain in order, starting with a plant and following the arrows
• Can name predators and prey and say who eats whom

Chapter 4: Up the oak tree

• Can build a food chain in order, starting with a plant and following the arrows
• Can name predators and prey and say who eats whom

Chapter 5: What if?

• Can explain what happens to the rest of a food chain if one part disappears

Chapter 1: Habitats and microhabitats: big homes and tiny homes

• Can say what a habitat and a microhabitat are, and sort big homes like a pond from tiny homes like under a stone

Year 2 science

Chapter 2: Under logs and stones: finding and naming minibeasts

• Can say where to find minibeasts, such as woodlice under logs and stones, ladybirds on leaves and water boatmen in a pond
• Can name common minibeasts, such as a woodlouse, centipede, snail, ladybird and pond skater
• Can name plants in their habitats, such as moss on a log, nettles and daisies in a garden and water lilies in a pond

Year 2 science

Chapter 3: On plants and flowers: naming minibeasts and plants

• Can say where to find minibeasts, such as woodlice under logs and stones, ladybirds on leaves and water boatmen in a pond
• Can name common minibeasts, such as a woodlouse, centipede, snail, ladybird and pond skater
• Can name plants in their habitats, such as moss on a log, nettles and daisies in a garden and water lilies in a pond

Year 2 science

Chapter 4: Pond habitat: naming water minibeasts and plants

• Can say where to find minibeasts, such as woodlice under logs and stones, ladybirds on leaves and water boatmen in a pond
• Can name common minibeasts, such as a woodlouse, centipede, snail, ladybird and pond skater
• Can name plants in their habitats, such as moss on a log, nettles and daisies in a garden and water lilies in a pond

Year 2 science

Chapter 1: Classifying living things into broad groups: plants, animals and micro-organisms

• Can sort living things into plants, animals and micro-organisms using features they can observe, and explain the similarities and differences

Year 6 science

Chapter 2: Micro-organisms: tiny living things you need a microscope to see

• Can explain that micro-organisms are tiny living things you need a microscope to see, that they feed, grow and reproduce, and that they live almost everywhere

Year 6 science

Chapter 3: Bacteria and microscopic fungi: comparing yeasts and moulds

• Can describe bacteria and microscopic fungi such as yeasts and moulds, and say how they are similar and different

Year 6 science

Chapter 4: Classification keys: identifying micro-organisms by observable features

• Can use and finish a yes or no classification key to identify micro-organisms by features you can observe

Year 6 science

Chapter 5: Helpful micro-organisms: bread, yoghurt, compost and medicine

• Can give examples of helpful micro-organisms, such as yeast making bread rise, bacteria making yoghurt, decomposers making compost and a mould giving us penicillin

Year 6 science

Chapter 6: Harmful micro-organisms: mouldy food, tooth decay and illness

• Can give examples of harmful micro-organisms, such as mould spoiling food, bacteria causing tooth decay and food poisoning, and say how we stop them spreading
• Can give examples of helpful micro-organisms, such as yeast making bread rise, bacteria making yoghurt, decomposers making compost and a mould giving us penicillin

Year 6 science

Chapter 1: What is a desert? A biome with very little rain

• Can explain that a desert gets less than 250 mm of rain or snow a year, and that deserts can be hot or cold, sandy, rocky or icy

Years 3–6 geography

Chapter 2: Where are deserts? Climate zones, the Equator and the tropics

• Can find the world's main deserts on a world map and explain that many hot deserts lie near the Tropics of Cancer and Capricorn

Years 3–6 geography

Chapter 3: Desert climate: hot days, cold nights and very little rain

• Can describe a hot desert's climate: very little rain, clear skies, hot days and cold nights

Years 3–6 geography

Chapter 4: Desert vegetation: how plants survive with little water

• Can explain how desert plants survive, such as cactus stems that store water, spines, waxy skin and long or wide roots

Years 3–6 geography

Chapter 5: Desert animals: surviving heat and little water

• Can explain how desert animals survive the heat and lack of water, such as a camel's fat-filled hump, a fennec fox's big ears and coming out at night

Years 3–6 geography

Chapter 6: People in deserts: water, clothes, homes and travel

• Can explain how people live in deserts: finding water at oases, wearing loose light-coloured clothes, building thick-walled homes and moving with their animals

Years 3–6 geography

Chapter 1: Circuit symbols: cells, batteries, lamps, buzzers, motors and switches

• Can recognise and draw the symbols for a cell, a battery, a lamp, a buzzer, a motor, a wire and an open or closed switch

Year 6 science

Chapter 2: Drawing circuit diagrams with recognised symbols and a complete loop

• Can draw a circuit diagram with recognised symbols, straight ruler lines, a complete loop and all the cells facing the same way
• Can recognise and draw the symbols for a cell, a battery, a lamp, a buzzer, a motor, a wire and an open or closed switch

Year 6 science

Chapter 3: Lamp brightness: how the number and voltage of cells change it

• Can explain that more cells, or cells with a higher voltage, make a lamp brighter, and that too much voltage can blow a lamp

Year 6 science

Chapter 4: Buzzer volume: how the number and voltage of cells change it

• Can explain that more cells, or cells with a higher voltage, make a buzzer louder, and test this fairly by changing one thing at a time

Year 6 science Year 6 science

Chapter 5: Comparing components: reasons for brighter or dimmer bulbs and louder or quieter buzzers

• Can compare circuits and give reasons why bulbs are brighter or dimmer and buzzers louder or quieter, such as more bulbs sharing the push from the same cells

Year 6 science Year 6 science

Chapter 6: Switches: how the on and off positions open and close a circuit

• Can draw a circuit diagram with recognised symbols, straight ruler lines, a complete loop and all the cells facing the same way
• Can explain that a closed switch completes the loop so the circuit is on, an open switch makes a gap so it is off, and that a switch works anywhere in the loop

Year 6 science Year 6 science