[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-353917-105":3,"detail-sidebar-cat-1-en-105":81,"doc-detail-353917-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","science-medium-term-plan","SCIENCE - Medium Term Plan","","Curriculum medium-term planning for Science at Stanley Grove Primary Academy, organized by milestones across key stages and learning concepts. The plan outlines progression in learning to act as a scientist, covering questioning, observation, simple testing, data collection and recording, measurement, analysis, reporting findings, and using evidence to draw conclusions and make predictions. Separate biology strands develop understanding of plants, animals and humans, investigation of living things, and foundations for evolution and inheritance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/paper-templates/","Paper Templates",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/science-medium-term-plan/353917/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/science-medium-term-plan/353917.png","ImageObject",442,249,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-14","2026-09-22",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does “Work scientifically” include in this medium-term science plan?","Question",{"text":63,"@type":64},"It includes asking questions, observing closely, performing simple tests, identifying and classifying, recording and presenting data, measuring with standard units, and using evidence to draw conclusions and suggest improvements.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What learning outcomes are listed under “Understand plants”?",{"text":68,"@type":64},"Pupils identify and describe plant types and structures, explore what plants need to grow, investigate how water is transported, and examine the role of flowers in pollination, seed formation, and seed dispersal.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the plan develop knowledge of animals and humans?",{"text":72,"@type":64},"It covers identifying animal groups, comparing structures, understanding survival needs, classifying by diet type, and focusing on exercise, nutrition and hygiene. It also includes skeletons and muscles, digestion, teeth, food chains, and human changes over time including circulation and transport of nutrients and water.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},353917,1791078792,{"code":4,"msg":82,"data":83},"success",[84,89,94,99,104,109,114,119,122],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},11,"Presentations",90,"presentations",{"id":90,"doc_module":22,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},12,"Resumes",80,"resumes",{"id":95,"doc_module":22,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},14,"Invoices",70,"invoices",{"id":100,"doc_module":22,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},15,"Posters",60,"posters",{"id":105,"doc_module":22,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},16,"Social 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Grove Primary Academy  \nCurriculum  \nMedium Term Plan  \nSCIENCE  \n|  | MILESTONE 1 | MILESTONE 2 | MILESTONE 3 |\n| --- | --- | --- | --- |\n\n\n| Work\u003Cbr>scien=fically:\u003Cbr>Being a‘Scien=st’\u003Cbr>This concept involves learning the methodologies of the discipline of science . | • Ask simple ques?ons.\u003Cbr>• Observe closely, using simple equipment.\u003Cbr>• Perform simple tests.\u003Cbr>• Iden?fy and classify.\u003Cbr>• Use observa?ons and ideas to suggest answers to ques?ons.\u003Cbr>• Gather and record data to help in answering ques?ons. | • Ask relevant ques?ons.\u003Cbr>• Set up simple, prac?cal enquiries and compara?ve and fair tests.\u003Cbr>• Make accurate measurements using standard units, using a range of equipment, e.g. thermometers and data loggers.\u003Cbr>• Gather, record, classify and present data ina variety of ways to help in answering ques?ons.\u003Cbr>• Record findings using simple scien?fic language, drawings, labelled diagrams, bar charts and tables.\u003Cbr>• Report on findings from enquiries, including oral and wriIen explana?ons, displays or presenta?ons of results and conclusions.\u003Cbr>• Use results to draw simple conclusions and suggest improvements, new ques?ons and predic?ons for seKng up further tests.\u003Cbr>• Iden?fy differences, similari?es or changes related to simple, scien?fic ideas and processes.\u003Cbr>• Use straighMorward, scien?fic evidence to answer ques?ons or to support their findings. | • Plan enquiries, including recognising and controlling variables where necessary.\u003Cbr>• Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work.\u003Cbr>• Take measurements, using a range of scien?fic equipment, with increasing accuracy and precision.\u003Cbr>• Record data and results of\u003Cbr>increasing complexity using scien?fic diagramsand labels, classifica?on keys, tables, bar and line graphs, and models.\u003Cbr>• Report findings from enquiries, including\u003Cbr>oral and wriIen explana?ons of results, explana?ons involving causal rela?onships, and conclusions.\u003Cbr>• Present findings in wriIen form, displaysand other presenta?ons.\u003Cbr>• Use test results to make predic?ons to setup further compara?ve and fair tests.\u003Cbr>• Use simple models to describe scien?fic ideas, iden?fying scien?fic evidence that has been used to support or refute ideas or arguments. |\n| --- | --- | --- | --- |\n\n\n| BIOLOGY | MILESTONE 1 | MILESTONE 2 | MILESTONE 3 |\n| --- | --- | --- | --- |\n| Understand\u003Cbr>plants\u003Cbr>This concept involves becoming familiar with different types of plants, their structure and reproduc=on | • iden=fy and name a variety of common wild and garden plants, including deciduous and evergreen trees\u003Cbr>• iden=fy and describe the basic structure of a variety of common flowering plants, including trees.\u003Cbr>• Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy\u003Cbr>• observe and describe how seeds and bulbs grow into mature plants | • iden=fy and describe the func=ons of different parts of flowering plants: roots, stem/trunk, leaves and flowers.\u003Cbr>• explore the requirements of plants for life and growth and how they vary from plant to plant\u003Cbr>• inves=gate the way in which water is transported within plants\u003Cbr>• explore the part that flowers play in the life cycle of flowering plants, including pollina=on, seed forma=on and seed dispersal. | NA |\n| Understand animals and humans\u003Cbr>This concept involves becoming familiar with different types of animals, humans and the life processes they share. | • iden=fy and name a variety of common animals including fish, amphibians, rep=les, birds and mammals\u003Cbr>•describe and compare the structure of a variety of common animals from above.\u003Cbr>•find out about and describe the basic needs of animals, including humans, for survival (water, food, air, sleep)\u003Cbr>• iden=fy and name animals that are carnivores, herbivores and omnivores\u003Cbr>• describe the importance for humans of exercise, ea=ng the right amounts of different types of food, and hygiene. (Main Focus)\u003Cbr>•no=ce that animals, including hum","cbCaigyFT7tn4XuG","https://ap.wps.com/l/cbCaigyFT7tn4XuG","pdf",10019500,125,"English","# Work scientifically\n# Biology\n## Understand plants\n## Understand animals and humans\n## Investigate living things\n## Understand evolution and inheritance","[{\"question\":\"What does “Work scientifically” include in this medium-term science plan?\",\"answer\":\"It includes asking questions, observing closely, performing simple tests, identifying and classifying, recording and presenting data, measuring with standard units, and using evidence to draw conclusions and suggest improvements.\"},{\"question\":\"What learning outcomes are listed under “Understand plants”?\",\"answer\":\"Pupils identify and describe plant types and structures, explore what plants need to grow, investigate how water is transported, and examine the role of flowers in pollination, seed formation, and seed dispersal.\"},{\"question\":\"How does the plan develop knowledge of animals and humans?\",\"answer\":\"It covers identifying animal groups, comparing structures, understanding survival needs, classifying by diet type, and focusing on exercise, nutrition and hygiene. It also includes skeletons and muscles, digestion, teeth, food chains, and human changes over time including circulation and transport of nutrients and water.\"}]","SCIENCE - Medium Term Plan | PDF",1790107892,44]