Science - Year 6

Y6 / Upper KS 2 Topics - Click on quick links below.

A document highlighting the difference between the new curriculum and the 2000 QCA Schemes of Work can be downloaded from here. We obtained this Scheme of Work from Michael Tidd's very good teaching blog.

All of our year groups cover the complete curriculum with the exception of Maths, English, Computing and Language. Currently, Maths and English are being developed through new activities as well as integrated into existing ones. Aspects of P.E, such as swimming are also not covered.

For optimal user experience please view these tables on a large screen.

Our Year 6 activities are expected to launch mid 2025. The table below will then populate.


National Curriculum Standard Hands-On Education Activity
Sc6/1 Working Scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
Sc6/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Sc6/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision

Sc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs

Sc6/1.4 using test results to make predictions to set up further comparative and fair tests

Sc6/1.5 using simple models to describe scientific ideas

Sc6/1.6 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations

Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments

Sc6/2.1 Living Things and their habitats

Sc6/2.1a describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics

Sc6/2.2 Animals including humans

Sc6/2.2a identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Sc6/2.2c describe the ways in which nutrients and water are transported within animals, including humans

Sc6/2.3 Evolution

Sc6/2.3a recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

Sc6/3.2b recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

Sc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Sc6/4.1 Light

Sc6/4.1a recognise that light appears to travel in straight lines

Sc6/4.1b use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

Sc6/4.1c explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

Sc6/4.1d use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Sc6/4.2 Electricity

Sc6/4.2a associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

Sc6/4.2b compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

Sc6/4.2c use recognised symbols when representing a simple circuit in a diagram.

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