PLANTS (BIOLOGY)

Statements in red are linked from other topics

Progression in Scientific

knowledge, concepts & skills

EYFS

(Early Learning Goals)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

KS3

Concepts

Structure

Function

Variation

Growth

Working Scientifically

Children know about similarities and difference in relation to places, objects, materials and living things.

Children talk about features of their own immediate environment and how environments might vary from one another

Children make observations of animals and plants and explain why some things occur and talk about changes

Identify and name a variety of common, wild and green plants, including deciduous and evergreen trees

Identify and describe the basic structure of a variety of common flowering plants including trees

Observe and describe how seeds and bulbs grow into mature plants

Find out and describe how plants need water, light and suitable temperature to grow and stay healthy

Identify and name a variety of plants and animals in their habitats, including microhabitats (Living things and their Habitats)

Identify and describe the functions of different parts of flowering plants: roots, stem/ trunk, leaves and flowers

Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

Investigate the way in which water is transported within plants

Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Recognise that living things can be grouped in a variety of ways

Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

Recognise that environments can change and that this can sometimes pose dangers to living things (Living things and their Habitats)

Describe the life process of reproduction in some plants and animals (Living things and their habitats)

Describe how living things are classified into groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Give reasons for classifying plants and animals based on specific characteristics (Living things and their habitats)

Reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

Possible Learning Challenge Questions

Which birds and plants would Little Red Riding Hood find in our park?

How can we grow our own salad?

How does your garden grow?