Science Criteria ~ AT 2
Level
Grade
Bucks County Council
Plants
Animals
Humans
Name a range of familiar animals.
 Name the main external parts of the
human body.
1c
 Observe and recognise a range of
familiar plants; e.g, tree, flower.

1b
 Name the main external parts of a
flowering plant.
 Name a variety of different
animals/minibeasts.
1a
 Describe a range of plants ~ simple  Describe a range of animals ~
features. (size of leaf)
simple features. (colour of coat)
2c

2b
 Recognise that plants reproduce.
 To sort plants into broad categories
~ simple features. (Shape or colour of
leaves)
 Give examples of plants in different
locations.
2a

Explain reasons for grouping plants.  Explain reasons for grouping
animals.
3c

Describe how water affects plants.
3b


Describe how light affects plants.
Describe how heat affects plants.
Recognise that plants grow.
3a
NB: Examples in brackets.

All Life
 Name further external parts of the
human body.
 Name the senses that we use.
Recognise that animals grow.
 Recognise that animals reproduce.
 To sort animals into broad
categories ~ simple features. (Number
of legs)
 Examples of animals/minibeasts:
different locations.
 To name the main stages within the  Describe basic conditions for life;
human life cycle.
food, water, air.
 Identify how animals are suited to
their environ.
 Explain that humans have muscles
to aid movement.
 Describe how diet affects changes
within humans.
 Indicate the importance of good
dental hygiene.
 Explain that humans have skeletons
to support them.
 Describe how exercise affects
changes.
 Describe how drugs as medicine
help humans.
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 Describe differences between living
to non-living things; re growth and
reproduction.
Science Criteria ~ AT 2
Level
Grade
Bucks County Council
Plants
Animals

4c
Humans
Use predator and prey in context.
Indicate the position of the heart.
4b

4a
 Use keys to identify and group
 Use keys to identify and group
plants.
animals/minibeasts.
 Identify the major organs of plants.
(stamen, stigma)
 Indicate: food chains usually begin with green plants.
 Indicate the position of the major
organs. (heart, lungs, stomach)
5c
 Compare: human/plant life-cycles.
 Explain: importance of plant organs
to survival.
 Explain the importance of classification.
 Compare: human/plant life-cycles.
 Explain: importance of the major
organs to health.
5b
 Describe main stages of life cycle of  Explain: different animals in different
plants.
localities ~ environmental factors.
 Describe the function of the major
organs of plants. (leaf, stamen, root
hairs)
 Explain why different plants grow in
different places, re environmental
factors.
 Describe the function of the major
organs. (heart, stomach, lungs)
 Describe main stages of life cycle of
humans.
 Explain the importance of the heart
to health.
5a
 Explain the importance of classification.
 Explain: importance of plant organs
to survival.
 Compare: human/plant life-cycles.
6c
Use keys to identify plants.
 Use keys to identify
animals/minibeasts.
 Describe feeding relationships: re
food chain or web.

 Use scientific names for major
organs and systems. (heart, stomach)
 Explain: importance of the major
organs to health.
 Compare: human/plant life-cycles.
 Describe life processes.
(Photosynthesis)
 Distinguish between related
processes. (pollination & fertilisation)
NB: Examples in brackets.
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All Life
Science Criteria ~ AT 2
Level
Grade
6b
Plants


7b
Animals
Humans
All Life
Describe single cell structure.
 Describe single cell structure.
Explain distribution and abundance in habitats affected by environmental
factors.

6a
7c
Bucks County Council

 Describe life processes.
(Respiration)
Identify differences between simple animal and plant cells.
Construct models to show feeding relationships. (web, pyramid of numbers)
 Explain how feeding relationships affect population size.
 Explain process of photosynthesis in
terms of main chemical change.
 Describe some causes of variation
between living things.
 Identify common variations between
individuals (height) that are affected by
environmental factors.
 Identify common variations between
individuals (eye colour) that are
inherited.
 Explain process of respiration in
terms of main chemical change.
7a
 Explain how cells are adapted to
their function. (sperm, ovum, root hair)
 Recognise change in biological
systems. (CO2 affects growth of crops,
consequences of smoking)
 Explain how characteristics can be
inherited.
8c


8b
8a

 Relate the cellular structure of
organs to their associated life
processes. (absorption of food in
digestive system, gas exchange in
lungs)
 Predict change in biological
systems. (as above)
Predict short-term effects of environmental change on ecosystems.
Predict long-term effects of environmental change on ecosystems.
 Explain change in biological systems. (as above)
Justify predictions; re effects of environmental change on ecosystems.
NB: Examples in brackets.
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 Apply knowledge of how
characteristics can be inherited.
(selective breeding)