Science

Primary science encompasses physical, chemical and biological aspects of our world, as well as the ability to work scientifically and investigate different concepts. Science lessons should challenge pupils’ beliefs and understanding, enabling them to confidently question and discuss the elements involved in the science curriculum and where appropriate carry out their own investigations.

Read Our Science Policy

Meet the Science Technicians

We are a group of organised individuals that work together to form the Science Technicians. Our role is to keep the science resources for the whole school beautifully organised and ensure that all year groups have regular access to a range of exciting science equipment.

Teacher and child looking at skeleton model

Meet the Gardeners

We are pupils from each year group, who love to be active outdoors, whatever the weather. We meet every week and are keen to develop our skills to prepare the soil, sow, plant and water. We are learning basic gardening terms and how to use gardening tools.

Weeding the peas in the garden

Curriculum and Overview of Outcomes

Week 1

Rules, expectations and presentation

Week 2

Animals including humans

  • To explore my knowledge of how our bodies work (p 3-5)
    WS: To ask relevant questions
  • To recap that all living things move and need nutrition (MRS GREN)
    WS: To write a conclusion

Science Revision

  • Naming a range of materials. Which materials are used for more than one thing? (cars and cans etc)

Week 3

Animals including humans

  • To investigate and compare the skeletons of various animals (p 6-7)
    WS: To recognise patterns
  • To explain the purpose of skeleton for support and protection (p 8-11)
    WS: To ask relevant questions

Science Revision

  • People who have developed new materials – John Dunlop or McAdam
  • People who have developed new materials – Charles Macintosh

Week 4

Animals including humans

  • To explain the purpose of skeleton for movement (p 12-15)
    WS: To write a conclusion
  • To investigate how muscles work (p 16-17)
    WS: To use a range of equipment as instructed

Science Revision

  • Concept – which material would be best to build a bridge, why
  • Uses of materials

Week 5

Animals Including Humans

  • To explain the purpose of muscles for movement (p 20-23)
    WS: To ask relevant questions
  • To explain the purpose of muscles for support and protection
    (p 18-19, 26-27)
    WS: To use words to record findings

Science Revision

  • Classifying different materials
  • Concept – which material would be best to use to make a raincoat? Why?

Week 6

Animals Including Humans

  • To investigate the five food groups
    WS: To recognise patterns
  • To explain the importance of each of the five food groups
    WS: To use words to record findings

Science Revision

  • Why did monetary notes change to plastic?
  • Price of materials: can you make a — for £—

Week 7

Animals Including Humans

  • To explain what a balanced diet is
    WS: To write a conclusion
  • To summarise my understanding of good health and nutrition (p 28-29)
  • To assess our understanding of living things
    WS: To use words to record findings

Week 1

Forces and Magnets

  • To define key vocabulary related to magnets
    WS: To develop testable questions
  • To investigate materials that will be attracted to magnets
    WS: To suggest how an investigation could be extended

Science Revision

  • Classify things according to living, dead and never been alive
  • Observe and describe differences between things that are living, dead and have never been alive

Week 2

Forces and Magnets

  • To understand that magnets have two poles
    WS: To draw and label diagrams
  • To define magnetic field
    WS: To plan a given type of enquiry
    (Fair test- magnetic field)

Science Revision

  • Explain how a living thing is suited to the habitat it lives in
  • Understand that habitats provide for the basic needs of different kinds of animals

Week 3

Forces and Magnets

  • To explore the range of a magnetic field
    WS: To use standard units when taking measurements   
  • To describe the relationship between magnetic field and magnetic force
    WS: To present key findings in writing

Science Revision

  • Explain how animals and plants depend on their habitats and vice versa
  • Identify and name a variety of animals in our local environment

Week 4

Forces and Magnets

  • To explore how magnets are used in real life
    WS: To draw and label diagrams
  • To explain how magnets work in a given product/everyday situation
    WS: To develop testable questions

Science Revision

  • Identify and name a variety of plants in our local environment
  • Identify and name a variety of micro-habitats in our local environment

Week 5

Forces and Magnets

  • To explain how difference surfaces affect magnets
    WS: To present key findings in writing

Science Revision

  • Describe how animals obtain food from plants and other animals
  • Explore simple food chains

Week 6

Forces and Magnets

  •  To assess our understanding of forces and magnets

Week 1

Rocks and Minerals

  • To define key vocabulary related to rocks
    WS: To ask relevant questions
    KO
    Rocks and minerals (p 4, 16-17, 18-19)
  • To understand how igneous rocks are formed
    WS: I can use diagrams to record findings
    Rocks and minerals (p 16, 19, 20-27)
    Rocks and soil (p 10-11)

Science Revision

  • Classify things according to living, dead and never been alive
  • Observe and describe differences between things that are living, dead and have never been alive

Week 2

Rocks and Minerals

  • To understand how sedimentary rocks are formed
    WS: To recognise patterns that relate to scientific ideas
    Rocks and minerals (p 17, 18, 28-33, 35)
    Rocks and soil (p 13, 14, 18, 26)
  • To understand how metamorphic rocks are formed
    WS: To ask relevant questions
    Rocks and minerals (p 16, 17, 19, 36-41)
    Rocks and soil (p 18-19)

Science Revision

  • Explain how a living thing is suited to the habitat it lives in
  • Understand that habitats provide for the basic needs of different kinds of animals

Week 3

Rocks and Minerals

  • To compare and group different types of rocks
    WS: To recognise patterns that relate to scientific ideas
  • To explain how fossils are formed
    WS: I can use diagrams to record findings
    Rocks and minerals (p 34-35)
    Rocks and soil (p 24-27)

Science Revision

  • Explain how animals and plants depend on their habitats and vice versa
  • Identify and name a variety of animals in our local environment

Week 4

Rocks and Minerals

  • To explore the properties of different rocks (Scratch test)
    WS: To use tables to record evidence
  • To understand why some rocks are permeable and others are not
    WS: To ask relevant questions

Science Revision

  • Identify and name a variety of plants in our local environment
  • Identify and name a variety of micro-habitats in our local environment

Week 5

Rocks and Minerals

  • To explain why the permeability of rocks differs
    WS: To set up a fair test
  • To describe the relationship between rock type and permeability
    WS: To write a conclusion based on evidence 

Science Revision

  • Describe how animals obtain food from plants and other animals
  • Explore simple food chains

Week 6

Rocks and Minerals

  • To investigate the different components of soil (group and classify soil types)
    WS: To recognise patterns that relate to scientific ideas
    Rocks and soil (p 20-24)
  • To assess our understanding of rocks

Week 1

Light

  • To define key vocabulary related to light
    WS: To ask relevant, testable questions
  • To identify sources of light (p 4-7)
    WS: To use various ways to record, group and display evidence

Science Revision

  • Basic needs for animal survival, including humans (water, food and air)
  • To understand good nutrition

Week 2

Light

  • To investigate how light travels in a straight line (p 8-9)
    WS: I can use a range of equipment as instructed
  • To understand that light is reflected from surfaces (p 10-13)
    WS: To ask relevant, testable questions

Science Revision

  • To name key muscles in our bodies
  • To describe the role of key muscles in our bodies

Week 3

Light

  • To understand the difference between reflected light and a light source
    WS: To present findings either in writing or orally
  • To recognise how shadows are formed (p 18-19)
    WS: To ask relevant, testable questions

Science Revision

  • To name key bones in our bodies
  • To describe the role of key bones in our bodies

Week 4

Light

  • To investigate the size of shadows (p 24-25)
    WS: To use tables to record evidence
  • To explain how and why shadows change in size (p 22-23, 26-27)
    WS: To present findings either in writing or orally

Science Revision

  • To compare and group different types of rocks
  • To describe the characteristic of different types of rocks

Week 5

Light

  • To assess our understanding of light

Week 1

Plants

  • To define key vocabulary related to plants
    WS: To ask relevant, testable questions
  • To identify the parts of a plant
    WS: To draw and label diagrams

Science Revision

  • Observing changes in animals (chicks)
  • Matching animals to offspring

Week 2

Plants

  • To describe the functions of different parts of flowering plants
    WS: To use various ways to record, group and display evidence
  • To understand what a plant needs for life and growth
    WS: To plan investigations using different types of scientific enquiry

Science Revision

  • To describe the functions of different parts of flowering plants
    WS: To use various ways to record, group and display evidence
  • To understand what a plant needs for life and growth
    WS: To plan investigations using different types of scientific enquiry

Week 3

Plants

  • To describe how different factors can affect the growth of plants
    (Plant seeds- vary the factors to allow comparison of growth at end of topic)
    WS: To set up a fair test
  • To explain how the requirements for growth vary from plant to plant
    WS: To ask relevant, testable questions

Science Revision

  • To describe how different factors can affect the growth of plants
    (Plant seeds- vary the factors to allow comparison of growth at end of topic)
    WS: To set up a fair test
  • To explain how the requirements for growth vary from plant to plant
    WS: To ask relevant, testable questions

Week 4

Plants

  • To investigate how plants absorb water
    WS: To suggest how an investigation could be extended
  • To describe the way in which water is transported within plants
    WS: To draw and label diagrams

Science Revision

  • To investigate how plants absorb water
    WS: To suggest how an investigation could be extended
  • To describe the way in which water is transported within plants
    WS: To draw and label diagrams

Week 5

Plants

  • To explore how plants use photosynthesis to grow
    WS: To use various ways to record, group and display evidence
  • To order the life cycle of a flowering plant
    WS: To draw and label diagrams

Science Revision

  • To explore how plants use photosynthesis to grow
    WS: To use various ways to record, group and display evidence
  • To order the life cycle of a flowering plant
    WS: To draw and label diagrams

Week 1

Plants

  • To define pollination, seed formation and seed dispersal
    WS: To ask relevant, testable questions
  • To compare and describe the effect of different factors on plant growth (Look at results from seeds grown)
    WS: To use standard units when taking measurements

Science Revision

  • Importance of hygiene for humans
  • Importance of exercise for humans

Week 2

Environmental Science

  • To discuss the impact of litter on the local environment, businesses and people
  • To investigate the effects of litter on local people

Science Revision

  • Importance of nutrition for humans
  • How to keep ourselves healthy and well

Week 3

Environmental Science

  • To investigate and classify the type of litter in the local area (litter pick)
  • To appraise and generate ways to reduce litter

Science Revision

  • To investigate materials that will be attracted to magnets
  • To understand that magnets have two poles

Week 4

Outcome

  • To recap our knowledge of Rocks
  • To recap our knowledge of Animals including Humans

Science Revision

  • To explore how magnets are used in real life
  • I can compare how objects move on different surfaces

Week 5

Outcome

  • To recap our knowledge of Light
  • To recap our knowledge of Plants

Science Revision

  • To name and identify common garden plants, including trees
  • To name and identify common wild plants, including trees

Week 6

Outcome

  • To recap our knowledge of Forces and Magnets
  • To recap our understanding of Working Scientifically

Science Revision

  • To describe the functions of a flowering plants
  • To consolidate my understanding of functions of a plant

Week 1

Rules, Systems, Expectations

Week 2

Sound

  • To define key vocabulary related to sound (p 4-5, 20-21)
    WS: To develop a range of relevant, testable questions
  • To explain how sounds are made (p 6-7)
    WS: To use a range of equipment with care

Science Revision

  • To explain what is meant by good nutrition
  • To understand different food groups and their importance

Week 3

Sound

  • To explore how vibrations travel through the ear (p 26-27)
    WS: To start to use labelled diagrams to show complex outcomes
  • To understand that sounds get fainter as the distance increases (VOLUME: p 10-11)
    WS: To suggest further relevant comparative or fair test

Science Revision

  • To categorise foods in the different food groups
  • To explain the impact of an unbalanced diet

Week 4

Sound

  • To find patterns between volume and sound waves (p 12-13)
    WS: To write a conclusion using supporting evidence
  • To recognise the features of objects that produce particular sound patterns (PITCH: p 16-19)
    WS: To use a range of equipment with care

Science Revision

  • To explain the purpose of a skeleton
  • To identify and name some key bones in the human body

Week 5

Sound

  • To find patterns between the pitch of sound waves (p 14-15)
    WS: To write a conclusion using supporting evidence
  • To consider the relationship between volume and vibration (Plan investigation)
    WS: To develop a range of relevant, testable questions

Science Revision

  • To explain the purpose of muscles
  • To identify and name some key muscles in the human body

Week 6

Outcome

  • To explore the relationship between volume and vibration (Conduct investigation)
    WS: To start to use labelled diagrams to show complex outcomes
  • To explain and analyse the results of my investigation
    WS: To suggest further relevant comparative or fair tests

Science Revision

  • To compare humans and other animals based on skeletons
  • To compare humans and other animals based on diets

Week 7

Sound

  • To assess our knowledge of sound

Week 1

States of Matter

  • To define key vocabulary related to states of matter
    WS: To develop a range of relevant, testable questions
  • To describe the different states of matter (solids, liquids and gases)
    WS: To make clear the key characteristics

Science Warm Up – Plants (Year 3)

  • To describe the conditions for plant growth
  • To describe the functions of a flowering plants

Week 2

States of Matter

  • To explore the properties of particles in different states of matter
    WS: To start to use labelled diagrams to show complex outcomes
  • To compare and group materials together, according to whether they are solids, liquids or gases
    WS: To make clear the key characteristics

States of Matter

  • To consolidate my understanding of functions of a plant
  • To explain how plants absorb water

Week 3

States of Matter

  • To find out that some materials change state when they are heated or cooled
    WS: To suggest further relevant comparative or fair tests
  • To identify the stages in the water cycle (Set up water cycle investigation)
    WS: To discuss alternative equipment that could be used

States of Matter

  • To discuss the ways that plants grow
  • To order the life-cycle of a plant

Week 4

States of Matter

  • To understand the processes involved in the water cycle
    WS: To start to use labelled diagrams to show complex outcome
  • To describe the role of evaporation and condensation in the water cycle
    WS: To write a conclusion identifying causal links

States of Matter

  • To explore how plants use photosynthesis to grow
  • To describe the process of photosynthesis

Week 5

States of Matter

  • To explore how the properties of states of matter can overlap
    WS: To suggest further relevant comparative or fair tests
  • To assess our understanding of states of matter

States of Matter

  • To consider how some plants are adapted to survive in adverse conditions

Week 1

Living Things and Their Habitats

  • To define key vocabulary related to living things (Plenary – p 4-7)
    WS: To develop a range of relevant, testable questions
  • To use a branching key to identify animals in the wider environment (Plenary- p8-11)
    WS: To use various ways to record, group and display evidence

Science Warm Up – Forces and Magnets (Y3)

  • To understand that forces are widely described as ‘pushes’ or ‘pulls’
  • To define the word ‘magnetic’

Week 2

Living Things and Their Habitats

  • To classify plants using a branching key (flowering and non-flowering) (Plenary – p 12-15)
    WS: To select and use a range of equipment
  • To create a branching key (classmates) (Plenary – p 16-19) 
    WS: To use various ways to record, group and display evidence

Science Warm Up – Forces and Magnets (Y3)

  • To identify materials that will be attracted to magnets
  • To sort materials by their magnetic properties

Week 3

Living Things and Their Habitats

  • To classify invertebrates using a branching key (Plenary – p 22-23)
    WS: To select and use a range of equipment
  • To explain why a habitat is suitable for a given organism (Plenary – p 24-25)
    WS: To write a conclusion using evidence and identifying causal links

Science Warm Up – Forces and Magnets (Y3)

  • To understand that magnets have two poles
  • To draw accurate force diagrams

Week 4

Living Things and Their Habitats

  • To consider how we can help endangered animals (Bee home (Plenary – p 26-27)
    WS: To select and use a range of equipment
  • To give examples of animals which have adapted to suit their environments (whole book)
    WS: To present key findings orally or in writing

Science Warm Up – Forces and Magnets (Y3)

  • To define ‘magnetic field’
  • To understand the relationship between the magnetic field of an object and distance

Week 5

Living Things and Their Habitats

  • To explore the positive impact humans have on the environment and living things
    WS: To use various ways to record, group and display evidence
  • To explore the negative impact humans have on the environment and living things (p 20-21, 28-29)
    WS: To present key findings orally or in writing

Science Warm Up – Forces and Magnets (Y3)

  • To explore how magnets are used in real life
  • To consider the different forms of scientific investigation

Week 1

Outcome

  • To explain how habitats change throughout the year
    WS: To write a conclusion using evidence and identifying causal links
  • To assess our understanding of Living Things

Science Warm Up – Recap topics (Y4)

  • To understand how to draw and accurately label a bar chart
  • To understand how to draw and accurately label a line graph

Week 2

Environmental Science

  • To name and describe some global threats to wildlife
  • To name and identify several bird species in the local area

Science Warm Up – Recap topics (Y4)

  • To explore the properties of particles in different states of matter (drama)
  • To compare and group materials together, according to whether they are solids, liquids or gases

Week 3

Environmental Science

  • To name and identify several plant and tree species growing in the local area
  • To name and identify several insect species in the local area

Science Warm Up – Recap topics (Y4)

  • To observe the water cycle through an experiment
  • To identify the part played by evaporation and condensation in the water cycle

Week 4

Environmental Science

  • To describe ways to encourage local wildlife
  • To recap our understanding of Working Scientifically

Science Warm Up – Recap topics (Y4)

  • To define producers, prey and predators
  • To identify producers, predators and prey in food chains
    (Draw and Explain)

Week 5

To recap our knowledge of sound

  • To recap our knowledge of states of matter

Science Warm Up – Recap topics (Y4)

  • To explain how sounds are made
  • To label the parts of the ear

Week 6

To recap our knowledge of Animals, Including Humans

  • To recap our knowledge of electricity

Science Warm Up – Recap topics (Y4)

  • To understand how vibrations travel through the ear
  • To understand that sounds get fainter as the distance increases

Week 7

To recap our knowledge of Living Things and their habitats

Week 1

Rules, Systems and Expectations

Science Warm Up – Living Things and Their Habitats (Y4)

Week 2

Space

  • To define vocabulary related to space (p 4-7)
  • To compare the size and position of the planets in our solar system (p 48-49, 30-31)
    WS: I can, following discussion of alternatives, select appropriate equipment

Science Warm Up – Living Things and Their Habitats (Y4)

  • To identify the elements of an investigation
  • To recognise the variables

Week 3

Space

  • To describe the movement of the Earth relative to the Sun [Day and night] (p 8-9)
    WS: I can, following discussion of alternatives, select appropriate equipment
  • To explain why we experience different seasons on Earth
    WS: To use labelled diagrams to show complex outcomes

Science Warm Up – Living Things and Their Habitats (Y4)

  • To review methods for recording results (bar charts)
  • To review methods for recording results (line graphs)

Week 4

Space

  • To describe the movement and phases of the moon (p 16-17)
    WS: To use labelled diagrams to show complex outcomes
  • To compare terrestrial planets and gas giants [Create info texts – Use all planet pages]
    WS: To display and present key findings orally and in writing

Science Warm Up – Living Things and Their Habitats (Y4)

  • Recap 7 life processes (MRS GREN)
  • Justify living or not using life process knowledge

Week 5

France Residential and Harvest Festival Rehearsal

Week 6

Space

  • LO: To examine and consider the different stars in our galaxy (p 54-57)
    WS: I can, following discussion of alternatives, select appropriate equipment
  • To explore how ideas about space have developed and changed over time (p 50-53)
    WS: To display and present key findings orally and in writing

Science Warm Up – Living Things and Their Habitats (Y4)

  • How do animals adapt to their habitats?
  • Grouping living things (vertebrates and invertebrates)

Week 7

Space

  • To assess our understanding of space
    WS: To answer questions using evidence gathered from different types of scientific enquiry
  • To define vocabulary related to forces (p 6-9)

Science Warm Up – Living Things and Their Habitats (Y4)

  • Using classification keys
  • Creating classification keys

Week 1

Forces

  • To identify the effects of air resistance (p 18-19)
    WS: To write a conclusion using evidence and identifying causal links
  • To consider the relationship between air resistance and speed (Plan investigation)
    WS: To identify and manage variables

Science Warm Up – Sound (Year 4)

  • How habitats change over the year
  • Changes to environments and threats to living things

Week 2

Forces

  • To explore the relationship between speed and air resistance
    WS: To take measurements that are precise as well as accurate
  • To explain the relationship between speed and air resistance
    WS: To indicate why some results may not be entirely trustworthy

Science Warm Up – Sound (Year 4)

  • To recap how sounds are made
  • To explain how sounds are made

Week 3

Forces

  • LO: To understand the effects of friction (p 14-15)
    WS: To write a conclusion using evidence and identifying causal links
  • To explore the effects of friction (p 10-11)
    WS: To take measurements that are precise as well as accurate

Science Warm Up – Sound (Year 4)

  • To identify and name the parts of the ear
  • To label the parts of the ear

Week 4

Forces

  • To describe the effects of friction
    WS: To indicate why some results may not be entirely trustworthy
  • To understand the effects of water resistance (p 16-17)
    WS: To use various ways to record complex evidence

Science Warm Up – Sound (Year 4)

  • To explore how vibrations travel through the ear
  • To examine a range of sound waves

Week 5

Forces

  • To explore the effects of water resistance
    WS: To identify and manage variables
  • To describe how balanced and unbalanced forces impact the movement of objects (p 4-5, 12-13)
    WS: To use various ways to record complex evidence

Science Warm Up – Sound (Year 4)

  • To find patterns between the pitch of sound waves
  • To compare the volume of a sound and the strength of vibrations

Week 6

Forces

  • To recognise that some mechanisms allow a smaller force to have a greater effect (p 20-21)
    WS: To write a conclusion using evidence and identifying causal links 
  • To investigate pulleys and levers (p 22-25)
    WS: To use various ways to record complex evidence

Science Warm Up – Sound (Year 4)

  • To recognise the features of objects that produce particular sound patterns X2

Week 7

Space

  • LO: To describe the effects of pulleys, levers and gears (everyday uses) (p 26-27)
    WS: To write a conclusion using evidence and identifying causal links
  • To assess our knowledge of forces

Science Warm Up – Sound (Year 4)

  • To understand that sounds get fainter as the distance increases
  • To explore the best materials for insulating sound

Week 1

Living Things and Their Habitats

  • To define vocabulary related to living things
  • To identify characteristics of different animal groups
    WS: To display and present key findings orally and in writing

Science Warm Up – Animals Including Humans (Y4)

  • To review key vocabulary about the digestive system
  • To understand the parts of the digestive system and its functions

Week 2

Living Things and Their Habitats

  • To understand the life cycle of mammals
    WS: To display and present key findings orally and in writing
  • To understand the life cycles of insects
    WS: To use labelled diagrams to show complex outcomes

Science Warm Up – Animals Including Humans (Y4)

  • To understand the parts of the digestive system and its functions
  • To identify different types of teeth

Week 3

Living Things and Their Habitats

  • To understand the life cycles of amphibians
    WS: To use various ways to show complex evidence
  • To identify the parts of an egg (egg observation)
    WS: To answer questions using evidence gathered from different types of enquiry

Science Warm Up – Animals Including Humans (Y4)

  • To describe the process of digestion
  • To reflect on the process of digestion

Week 4

Living Things and Their Habitats

  • To explore unusual life cycles of a range of animals
    WS: To answer questions using evidence gathered from different types of enquiry
  • To observe and investigate natural habitats in our local environment
    WS: To use various ways to show complex evidence

Science Warm Up – Animals Including Humans (Y4)

  • To understand the impact of liquids on our teeth
  • To consider how to care for our teeth

Week 5

Living Things and Their Habitats

  • To identify the parts of flowering plants
    WS: To use labelled diagrams to show complex outcomes
  • To compare the life cycles of flowering and non-flowering plants
    WS: To use various ways to show complex evidence

Science Warm Up – Animals Including Humans (Y4)

  • To discuss the role of toothpaste
  • To understand the key terms- producer, prey and predator

Week 6

Living Things and Their Habitats

  • To discuss and understand how seeds are dispersedWS: To display and present key findings orally and in writing
  • To research and understand the works of naturalists (DA)
    WS: To answer questions using evidence from different types of enquiry

Science Warm Up – Animals Including Humans (Y4)

  • To define and review key vocabulary about the digestive system
  • To define and review the digestive process

Week 1

Animals Including Humans

  • To define vocabulary related to animals including humans
  • To research the gestation periods of different animals
    WS: To use various ways to show complex evidence

Science Warm Up – States of Matter (Y4)

  • To describe the different states of matter (solids, liquids and gases)
  • To explore the properties of particles in different states of matter (drama)

Week 2

Animals Including Humans

  • To interpret anomalous results
    WS: To answer questions using evidence from different types of enquiry
  • To understand foetal development in humans
    WS: To use various ways to show complex evidence

Science Warm Up – States of Matter (Y4)

  • To compare and group materials together, according to whether they are solids, liquids or gases X2.

Week 3

Animals Including Humans

  • To interpret gestation data
    WS: To use a graph to record basic data
  • To identify patterns in data
    WS: To use a graph to record basic data

Science Warm Up – States of Matter (Y4)

  • To find out that some materials change state when they are heated or cooled
  • To understand how different states of matter can mix

Week 4

Animals Including Humans

  • To explore correlation between the age of reproduction of a mammal and its size of litter
    WS: To answer questions using evidence from different types of enquiry
  • To explain how humans change as they grow older
    WS: To know how to process repeat readings

Science Warm Up – States of Matter (Y4)

  • To understand the process of the water cycle
  • To identify the part played by evaporation and condensation in the water cycle

Week 5

Animals Including Humans

  • To understand how the proportions of the body change throughout different life stages
  • To understand the physical changes that occur in male and female puberty

Week 6

Animals Including Humans

  • To understand the emotional changes that occur in male and female puberty
  • To discuss how to maintain hygiene and health during puberty

Week 1

Properties of Materials

  • To define vocabulary related to materials
  • To understand solubility as a property of a material (plan investigation)
    WS: To identify and manage variables

Science Warm Up – Electricity (Y4)

  • To define key electrical vocab
  • To identify common electrical appliances and understand the importance of electrical safety

Week 2

Properties of Materials

  • To explore the solubility of different materials
    WS: To take measurements that are precise as well as accurate
  • To describe the solubility of different materials
    WS: To indicate why some results may not be entirely trustworthy

Science Warm Up – Electricity (Y4)

  • To identify and name the basic components of a circuit
  • To explore how a working circuit is made

Week 3

Properties of Materials

  • To explore the concept of saturation (Salt crystal experiment)
    WS: To use evidence to suggest further comparative or fair tests that would develop the investigation
  • To discuss ways of separating mixtures (plan and predict)
    WS: To select and use appropriate equipment, following discussion of alternatives

Science Warm Up – Electricity (Y4)

  • To understand what a series circuit is
  • To draw a simple series electrical circuit and name its components

Week 4

Properties of Materials

  • To investigate ways of separating mixtures
    WS: To use labelled diagrams to show complex outcomes
  • To understand the difference between reversible and irreversible changes (magic balloon)
    WS: To write a conclusion using evidence and identifying causal links

Science Warm Up – Electricity (Y4)

  • To draw a parallel circuit and name its components
  • To recognise the role of a switch within a circuit

Week 5

Properties of Materials

  • To plan an investigation around irreversible changes
    WS: To identify and manage variables
  • To conduct my investigation
    WS: To select and use appropriate equipment, following discussion of alternatives

Science Warm Up – Electricity (Year 4)

  • To understand how to incorporate a switch into a working circuit
  • To explore the work of Thomas Edison

Week 1

Properties of Materials

  • To understand the materials needed for combustion to occur
    WS: To use labelled diagrams to show complex outcomes 
  • To observe the effects of burning on different materials
    WS: To use evidence to suggest further comparative or fair tests that would develop the investigation

Science Warm Up – Recap Topics (Y5)

  • To recognise some common conductors
  • To recognise some common insulators

Week 2

Properties of Materials

  • To research new materials
    WS: To use labelled diagrams to show complex outcomes
  • To understand different types of conductivity
    To write a conclusion using evidence and identifying causal links

Science Warm Up – Recap Topics (Y5)

  • To identify the effects of air resistance
  • To understand the effects of water resistance

Week 3

Properties of Materials

  • To plan an investigation based around conductivity (thermal or electrical)
    WS: To identify and manage variables
  • To investigate conductivity
    WS: To take measurements that are precise as well as accurate

Science Warm Up – Recap Topics (Y5)

  • To explore the effects of friction
  • To investigate pulleys and levers

Week 4

Properties of Materials

  • To explain how the conductivity of materials differs
    WS: To indicate why some results may not be entirely trustworthy
  • To assess my understanding of materials

Science Warm Up – Recap Topics (Y5)

  • To recognise that some mechanisms allow a smaller force to have a greater effect
  • To explore the effects of pulleys, levers and gears

Week 5

Environmental science

  • To identify the consequences of collecting and drinking unclean water
  • To understand how water gets from reservoirs and rivers to homes and back

Science Warm Up – Recap Topics (Y5)

  • To describe the movement of the Earth relative to the sun
  • To explain why we experience different seasons on Earth

Week 6

Environmental Science

  • To consider the ways water is used (to audit and devise ways to reduce water use at home and school – 2 lessons)

Science Warm Up – Recap Topics (Y5)

  • To explore the meaning of a ‘life cycle’
  • To understand the life cycle of flowering plants

Week 1

Rules, Systems and Expectations

Week 2

Light

  • To define key vocabulary related to light
  • To show that light appears to travel in straight lines
    WS: To suggest which type of enquiry is likely to be successful at providing answers to a particular question

Science Warm Up – Space (Y5)

  • To recite and recall the order of the planets
  • To compare the size and position of the planets in our solar system

Week 3

Light

  • To understand how the human eye works
    WS: To explain why a labelled diagram may be particularly effective
  • To explore how the path of ray can be altered using reflection
    WS: To consider how modifying equipment can improve results

Science Warm Up – Space (Y5)

  • To describe the movement of the Earth relative to the sun
  • To explain why we experience different seasons on Earth

Week 4

Light

  • To consider the opacity of different materials
    WS: To suggest which type of enquiry is likely to be successful at providing answers to a particular question (PLAN INVESTIGATION)
  • To investigate the opacity of different materials
    WS: To recognise variables that cannot easily be managed

Science Warm Up – Space (Y5)

  • To describe the movement of the moon
  • To identify and describe the phases of the moon

Week 5

Light

  • LO: To explore and understand refraction
    WS: To explain why a labelled diagram may be particularly effective
  • To investigate the composition of light
    WS: To consider how modifying equipment can improve results

Science Warm Up – Space (Y5)

  • To define terrestrial and gas giant
  • To explore events that lead to the ‘big bang’

Week 6

Light

  • LO: To explain how shadows are formed
    WS: To recognise variables that cannot easily be managed
  • To use a line graph to display complex data
    WS: To explain the advantages of line graphs

Science Warm Up – Space (Y5)

  • To examine and consider the different stars in our galaxy
  • To explore how ideas about space have developed and changed over time

Week 7

Light

  • To assess our knowledge of light

Week 1

Rules, Systems and Expectations

Week 2

Animals Including Humans

  • To define key vocabulary related to the circulatory system (p 3-5)
  • To identify and name the main parts of the human circulatory system
    WS: To display and present key findings orally and in writing

Science Warm Up – Forces (Y5)

  • To name forces that impact upon everyday life
  • To define gravity and describe its effect

Week 3

Animals Including Humans

  • To describe the function of the heart in the circulatory system (p 6-7)
    WS: To display and present key findings orally and in writing
  • To understand blood flow through the heart (p 8-9)
    WS: To recognise the limitations of available equipment

Science Warm Up – Forces (Y5)

  • To understand the effects of water resistance
  • To name and describe situations when water resistance occurs

Week 4

Animals Including Humans

  • To describe the journey blood takes around the body
    WS: To display and present key findings orally and in writing
  • To consider the effect that exercise has on heart rate
    WS: To identify situations in which taking repeat readings will improve the quality of evidence

Science Warm Up – Forces (Y5)

  • To describe the effects of friction
  • To name everyday situations where friction is present

Week 5

Animals Including Humans

  • To investigate the effect that exercise has on heart rate
    WS: To evaluate which further comparative or fair tests would be particularly useful
  • To describe the effect that exercise has on heart rate (p 14-15)
    WS: To indicate in conclusions why the results may not be entirely trustworthy

Science Warm Up – Forces (Y5)

  • To investigate pulleys and levers
  • To describe everyday uses for pulleys and levers

Week 6

Animals Including Humans

  • To describe how nutrients and water are transported in animals, including humans (p 18-21)
    WS: To display and present key findings orally and in writing
  • To recognise the impact of diet, exercise, drugs and lifestyle on the body (p 22-23, 28-29)
    WS: To evaluate which further comparative or fair tests would be particularly useful

Science Warm Up – Forces (Y5)

  • To recognise that some mechanisms allow a smaller force to have a greater effect
  • To explore the effects of pulleys, levers and gears

Week 7

Animals Including Humans

  • To dissect a heart
    WS: To recognise the limitations of available equipment
  • To assess our knowledge of the circulatory system

Week 8

Animals Including Humans

  • To assess our knowledge of animals including humans

Week 1

Classification

  • To define key vocabulary related to classification
  • To give examples of how living things are divided into broad groups
    WS: To evaluate various ways of recording complex data

Science Warm Up – Living Things and Their Habitats (Y5)

  • To review the life cycles of humans
  • To understand stages of development

Week 2

Classification

  • To give reasons for classifying plants and animals based on specific characteristics (Computer suite)
    WS: To suggest possible limits to causal relationships
  • To understand the stages in our classification system
    WS: To evaluate various ways of recording complex data

Science Warm Up – Living Things and Their Habitats (Y5)

  • To understand the emotional changes that occur in male and female puberty

Week 3

Classification

  • To understand that broad groups can be subdivided
    WS: To suggest possible limits to causal relationships
  • To explore the work of Carl Linnaeus
    WS: To display and present key findings orally and in writing

Science Warm Up – Living Things and Their Habitats (Y5)

  • To discuss how to maintain hygiene and health

Week 4

Classification

  • To make a dichotomous classification key
    WS: To evaluate various ways of recording complex data
  • To use branching keys to identify trees
    WS: To indicate in conclusions why the results may not be entirely trustworthy

Science Warm Up – Living Things and Their Habitats (Y5)

  • To understand the stages of human and animal gestation

Week 5

Classification

  • To use a branching key to differentiate between arthropods
    WS: To evaluate various ways of recording complex data
  • To use a branching key to identify invertebrates
    WS: To indicate in conclusions why the results may not be entirely trustworthy

Science Warm Up – Living Things and Their Habitats (Y5)

  • To define key vocabulary (life cycle, germination, pollination, naturalist, metamorphosis)
  • To identify characteristics of different animal groups

Week 6

Classification

  • To explain why classification is necessary
    WS: To display and present key findings orally and in writing
  • To assess our understanding of classification

Science Warm Up – Living Things and Their Habitats (Y5)

  • To understand the life cycle of mammals
  • To understand the life cycles of amphibians and insects

Week 1

Evolution

  • To define key vocabulary related to evolution
    (BEGIN JELLY FOSSIL)

Science Warm Up – Animals Including Humans (Y5)

  • To understand the life cycles of birds

Week 2

Evolution

  • To understand inherited characteristics
  • WS: To evaluate which further tests would be particularly useful

Science Warm Up – Animals Including Humans (Y5)

  • To describe the functions of parts of a flower

Week 3

Evolution

  • To explain how humans have evolved
    WS: To display and present key findings orally and in writing

Science Warm Up – Animals Including Humans (Y5)

  • To understand the life cycle of flowering plants

Week 4

Evolution

  • To understand and explain how living things change over time (Peppered moths)
    WS: To suggest possible limits to causal relationships

Science Warm Up – Animals Including Humans (Y5)

  • To understand what a naturalist does

Week 5

Evolution

  • To understand and explain how living things change over time (Finches)
    WS: To identify situations in which taking repeat readings will improve the quality of evidence

Week 6

Evolution

  • To understand scientific evidence that has been used to support arguments (Fossils)
    WS: To explain why a labelled diagram might be particularly effective

Week 1

Outcome

  • To identify how fossils support our understanding of evolution (Horse)
    WS: To explain why a labelled diagram might be particularly effective

Week 2

Outcome

  • To assess our understanding of evolution

Week 3

Week 4

SATs Week

Week 5

Environmental Science

  • To understand the greenhouse effect and the impacts of climate change
  • To describe some causes of climate change

Week 1

Environmental Science

  • To classify energy sources as renewable or non-renewable
  • To understand how energy use is measured and how it can be reduced

Week 2

Electricity

  • To define key vocabulary related to electricity
  • To use symbols when drawing a simple circuit diagram
    WS: To explain why a labelled diagram may be particularly effective

Science Warm Up – Properties of Materials (Y5)

  • To define solubility and saturation
  • To discuss ways of separating mixtures

Week 3

Rhos y Gwaliau

Week 4

Electricity

  • To understand the relationship between voltage input and power output
    WS: To write a conclusion using evidence and identifying causal links

Science Warm Up – Properties of Materials (Y5)

  • To understand the difference between reversible and irreversible changes

Week 5

Electricity

  • To explore the components of a circuit
    WS: To suggest which type of enquiry is likely to be more successful at providing answers to a particular question
    (Plan investigation to identify effects of changing one component)

Science Warm Up – Properties of Materials (Y5)

  • To understand which materials are needed for combustion to occur

Week 6

Electricity

  • To identify the effects of changing one component in a circuit
    WS: To recognise variables that cannot be easily managed

Science Warm Up – Properties of Materials (Y5)

  • To understand electrical conductivity

Week 7

Light

  • To explain the role of conductors and insulators in a circuit
    WS: To evaluate ways of recording complex data

Science Warm Up – Properties of Materials (Y5)

  • To understand thermal conductivity

Beyond the Curriculum