using their observations and ideas to things and, with help, decide how to sort suggest answers to questions and group them, observe changes over gathering and recording data to help in time, and, with guidance, they should begin answering questions. to notice patterns and relationships. They should ask people questions and use simple secondary sources to find answers. They should use simple measurements and equipment (e.g. hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language. These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study. Year 2: All living things and their habitats Year 2 programme of study Notes and guidance Working Scientifically (statutory requirements) ideas Pupils should be taught to: Pupils should be introduced Do a greater explore and compare the to the idea that all living variety of differences between things things have certain minibeasts live that are living, dead, and characteristics that are on the ground things that have been essential for keeping them or in the trees? alive alive and healthy. They Do wood lice identify that most living should raise and answer prefer the light things live in habitats to questions that help them to or the dark, dry which they are suited and become familiar with the life or damp describe how different processes that are common conditions? habitats provide for the to all living things. Pupils Which tree has basic needs of different should be introduced to the most birds on kinds of animals and plants, terms ‘habitat’ (a natural it? and how they depend on environment or home of a Which type of each other variety of plants and animals) bird visits our identify and name a variety and ‘micro- habitat’ (a very playgrond most? of plants and animals in small habitat, for example habitats, including for woodlice under stones, Pupils might work logs or leaf litter). They scientifically by: sorting
using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions. things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships. They should ask people questions and use simple secondary sources to find answers. They should use simple measurements and equipment (e.g. hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language. These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study. Year 2: All living things and their habitats Year 2 programme of study (statutory requirements) Notes and guidance Working Scientifically ideas Pupils should be taught to: explore and compare the differences between things that are living, dead, and things that have been alive identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other identify and name a variety of plants and animals in habitats, including Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise and answer questions that help them to become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’ (a natural environment or home of a variety of plants and animals) and ‘micro- habitat’ (a very small habitat, for example for woodlice under stones, logs or leaf litter). They Do a greater variety of minibeasts live on the ground or in the trees? Do wood lice prefer the light or the dark, dry or damp conditions? Which tree has most birds on it? Which type of bird visits our playgrond most? Pupils might work scientifically by: sorting
science_year_2_curriculum%20(2).docx