Scientific analytical thinking Makes connections between what they know and the skills they require to solve scientific problems. Provides creative solutions to scientific issues and problems. skills Contributes to design processes and use of components to make models. Demonstrates reasoning skills and on understanding of science concepts to make and test predictions. Provides explanations, supported by evidence. Skills and attributes of Expresses informed of scientific issues, both orally and in writing. scientifically literate citizens Makes connections between science and their own health and wellbeing. Demonstrates awareness of people using science in their everyday lives in a variety of jobs roles and careers. Discusses science topics in real-life contexts including in the media. Demonstrates awareness of their own impact on the world. Curriculum Experiences and Benchmarks Organisers Outcomes for planning learning, to support teachers’ professional judgement of achievement of a level teaching and assessment Biodiversity Explains the difference between living, non-living and once living (taking into I can distinguish between and living and non-living things. I consideration movement, reproduction, sensitivity, growth, respiration, excretion can sort living things into interdependence and nutrition/feeding). Earth groups and explain my Sorts living things into plant and animal groups using a variety of features. decisions. Creates their own criteria for sorting living and non-living things and can justify SCN 1-01a decisions. Planet
Scientific analytical thinking skills Makes connections between what they know and the skills they require to solve scientific problems. Provides creative solutions to scientific issues and problems. Contributes to design processes and use of components to make models. Demonstrates reasoning skills and on understanding of science concepts to make and test predictions. Provides explanations, supported by evidence. Skills and attributes of scientifically literate citizens Expresses informed of scientific issues, both orally and in writing. Makes connections between science and their own health and wellbeing. Demonstrates awareness of people using science in their everyday lives in a variety of jobs roles and careers. Discusses science topics in real-life contexts including in the media. Demonstrates awareness of their own impact on the world. Curriculum Organisers Experiences and Outcomes for planning learning, teaching and assessment Benchmarks to support teachers’ professional judgement of achievement of a level Planet Earth Biodiversity and interdependence I can distinguish between living and non-living things. I can sort living things into groups and explain my decisions. SCN 1-01a Explains the difference between living, non-living and once living (taking into consideration movement, reproduction, sensitivity, growth, respiration, excretion and nutrition/feeding). Sorts living things into plant and animal groups using a variety of features. Creates their own criteria for sorting living and non-living things and can justify decisions.
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