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 Sequence and Progression

Y3 – Autumn 1

Your Brilliant Bones

Animals including humans

Y3 – Autumn 2

Forces and Magnets

Forces and magnets

Y3 – Spring 1

Rocks and Soil

Rocks

Y3 – Spring 2

Light

Light

Y3 – Summer 1

Plants

Plants

Y3 – Summer 2

Environmental science

Littering

Y4 – Autumn 1

Sound

Sound

Y4 – Autumn 2

Electricity

Electricity

Y4 – Spring 1

Your Growling Guts

Animals including humans

Y4 – Spring 2

States of Matter

States of matter

Y4 – Summer 1

Living things and habitats

Y4 – Summer 2

Sciene vs Animal Extinction

Environmental science

Science versus animal extinction

Y5 – Autumn 1

Solar System

Space

Y5 – Autumn 2

Forces and Movements

Forces

Y5 – Spring 1

Life Cycles

Living things

Y5 – Spring 2

Animals including humans

Y5 – Summer 1

Materials

Properties of materials

Y5 – Summer 2

Humans and the Hydrosphere

Environmental science

Water use and conservation

Y6 – Autumn 1

Light and Colour

Light

Y6 – Autumn 2

Your Thumping Heart

Animals including humans

Y6 – Spring 1

Living things and habitats

Y6 – Spring 2

What is Evolution?

Evolution

Y6 – Summer 1

Essential Physical Science Electricity

Electricity

Y6 – Summer 2

Endangered Energy

Environmental science

Energy and fossil fuels

Curriculum – Weekly Lessons

Week 1

Rules, expectations and presentation

Week 2

Outcome

  • To define key vocabulary related to the human body
  • To recognise  the features of living organisms (MRS GREN)

Working scientifically

  • To ask relevant questions
  • To write a conclusion

Revision

  • To identify  a range of materials
  • To recognise the different uses of various materials

Week 3

Outcome

  • To compare the skeletons of various animals
  • To explain how skeletons provide support and protection

Working scientifically

  • To recognise patterns
  • To ask relevant questions

Revision

  • To know the materials developed by John Dunlop, McAdam, Charles Macintosh

Week 4

Outcome

  • To recognise  the ways skeletons allow movement of the body
  • To identify how muscles work

Working scientifically

  • To write a conclusion
  • To use a range of equipment as instructed

Revision

  • To justify which material would be best to build a bridge
  • To compare the uses of different materials

Week 5

Outcome

  • To evaluate the importance of each of the five food groups
  • To explain what a balanced diet is

Working scientifically

  • To use words to record findings
  • To write a conclusion

Revision

  • To classify different materials
  • To justify which material would be best to make a raincoat

Week 6

Outcome

  • To evaluate the importance of each of the five food groups
  • To explain what a balanced diet is

Working scientifically

  • To use words to record findings
  • To write a conclusion

Revision

  • To discuss reasons behind why monetary notes changed to plastic
  • To compare the price of materials (e.g. can you make a — for £-?)

Week 7

Outcome

  • To summarise my understanding of good health and nutrition

Working scientifically

  • To use words to record findings

Revision

  • To categorise different materials according to their properties

Week 8

Outcome

  • To assess knowledge and understanding  of the skeleton, muscles and nutrition

Revision

  • To list different materials present in the classroom and justify why they are appropriate for their use

Week 1

Outcome

  • To define key vocabulary related to magnets
  • To describe materials that will be attracted to magnets

Working scientifically

  • To develop testable questions
  • To suggest how an investigation could be extended

Revision

  • To ask simple scientific questions
  • To explain how to answer various scientific questions

Week 2

Outcome

  • To show that magnets have two poles 
  • To define magnetic field

Working scientifically

  • To draw and label diagrams
  • To plan a given type of enquiry – fair test – magnetic field

Revision

  • To compare different objects
  • To sort different objects according to their properties

Week 3

Outcome

  • To examine the range of a magnetic field
  • To discuss the relationship between magnetic field and magnetic force

Working scientifically

  • To use standard units when taking measurements
  • To present key findings in writing

Revision

  • To classify different objects
  • To recognise patterns that occurs in experiments

Week 4

Outcome

  • .To explain  how magnets are used in real life
  • To compare how magnets work in different situations

Working scientifically

  • To draw and label diagrams
  • To develop testable questions

Revision

  • To use simple measuring equipment correctly
  • To use times correctly

Week 5

Outcome

  • To identify how forces affect the movement of magnets

Trip to Science Museum to learn about magnets

Working scientifically

  • To plan a given type of enquiry – pattern seeking – movement of magnets

Revision

  • To recall what an observation in science involves
  • To revise what a primary source is

Week 6

Outcome

  • To compare how objects move on different surfaces
  • To summarise how different surfaces affect magnets

Working scientifically

  • To suggest how an investigation could be extended
  • To present key findings in writing

Revision

  • To revise what a secondary source is
  • To list different types of scientific enquiry

Week 7

Outcome

  • To assess knowledge and understanding of forces and magnets

Week 1

Outcome

  • To define key vocabulary related to rocks
  • To explain how igneous and sedimentary rocks are formed

Working scientifically

  • To use diagrams to record findings

Revision

  • To classify things according to living, dead and never been alive
  • To compare and describe differences between things that are living, dead and have never been alive

Week 2

Outcome

  • To describe  how metamorphic rocks are formed
  • To compare and classify different types of rocks

Working scientifically

  • To ask relevant questions
  • To recognise patterns that relate to scientific ideas

Revision

  • To explain how a living thing is suited to the habitat it lives in
  • To outline how habitats provide for the basic needs of different kinds of animals

Week 3

Outcome

  • Trip to Natural History Museum – to learn about rocks and fossils
  • To discuss how fossils are formed 

Working scientifically

  • To use diagrams to record findings

Revision

  • To explain how animals and plants depend on their habitats and vice versa
  • To identify and name a variety of animals in our local environment

Week 4

Outcome

  • To examine the properties of different rocks
  • To identify  why some rocks are permeable and others are not

Working scientifically

  • To use tables to record evidence
  • To ask relevant questions

Revision

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

Week 5

Outcome

  • To illustrate how the permeability of rocks differs
  • To evaluate the relationship between rock type and permeability

Working scientifically

  • To set up a fair test
  • To write a conclusion based on evidence

Revision

  • To describe how animals obtain food from plants and other animals
  • To analyse simple food chains

Week 6

Outcome

  • To analyse the different components of soil (group and classify soil types)
  • To assess knowledge and understanding of rocks

Working scientifically

  • To recognise patterns that relate to scientific ideas

Week 1

Outcome

  • To define key vocabulary related to light
  • To identify sources of light

Working scientifically

  • To ask relevant, testable questions
  • To use various ways to record, group and display evidence

Revision

  • To recall the basic needs for animal survival, including humans (water, food and air)
  • To explain what is meant by good nutrition

Week 2

Outcome

  • To examine how light travels in a straight line
  • To recognise that light is reflected from surfaces

Working scientifically

  • To use a range of equipment as instructed
  • To ask relevant, testable questions

Revision

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

Week 3

Outcome

  • To differentiate between reflected light and a light source
  • To explain how shadows are formed

Working scientifically

  • To present findings either in writing or orally
  • To ask relevant, testable questions

Revision

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

Week 4

Outcome

  • To compare and contrast the size of shadows
  • To summarise how and why shadows change in size

Working scientifically

  • To use tables to record evidence
  • To present findings either orally or in writing

Revision

  • To compare and classify different types of rocks
  • To describe the characteristics of different types of rocks

Week 5

Light

  • To assess knowledge and understanding of light

Week 1

Outcome

  • To define key vocabulary related to plants  
  • To identify the parts of a plant

Working scientifically

  • To ask relevant, testable questions
  • To draw and label diagrams

Revision

  • To match animals to offspring

Week 2

Outcome

  • To describe the functions of different parts of flowering plants
  • To recognise what a plant needs for life and growth

Working scientifically

  • To use various ways to record, group and display evidence
  • To plan investigations using different types of scientific enquiry

Revision

  • To examine changes in animals
  • To recall the basic needs for animal survival, including humans (water, food and air)

Week 3

Outcome

  • To demonstrate how different factors can affect the growth of plants
  • To outline the various requirements for growth and how they vary in different plants

Working scientifically

  • To set up a fair test
  • To ask relevant, testable questions

Revision

  • To examine changes in animals
  • To recognise that animals grow and change during their life

Week 4

Outcome

  • To discuss how plants absorb water  
  • To illustrate the way in which water is transported within plants

Working scientifically

  • To suggest how an investigation could be extended
  • To draw and label diagrams

Revision

  • To explain how the environment in which an animal lives is suited towards meeting their basic needs

Week 5

Outcome

  • To examine how plants use photosynthesis to grow
  • To identify and label the different stages of the life cycle of a flowering plant 

Working scientifically

  • To use various ways to record, group and display evidence
  • To draw and label diagrams

Revision

  • To examine changes in animals

Week 6

Outcome

  • To define pollination, seed formation and seed dispersal
  • To compare and describe the effect of different factors on plant growth

Working scientifically

  • To ask relevant, testable questions
  • To use standard units when taking measurements

Revision

  • To discuss of hygiene for humans
  • To discuss of exercise for humans

Week 1

Outcome

  • To assess our understanding of plants

Week 2

Outcome

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

Revision

  • To explain the importance of nutrition for humans
  • To discuss how to  keep ourselves healthy and well

Week 3

Outcome

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

Revision

  • To assess materials that will be attracted to magnets
  • To explain how magnets have two poles

Week 4

Outcome

  • To recall  our knowledge of rocks
  • To recall our knowledge of animals including humans

Revision

  • To examine how magnets are used in real life
  • To compare how objects move on different surfaces

Week 5

Outcome

  • To recall  our knowledge of light
  • To recall our knowledge of plants

Revision

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

Week 6

Outcome

  • To recall  our knowledge of forces and magnets
  • To recall our understanding of working scientifically

 

Revision

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

Week 1

Rules, Systems, Expectations

Week 2

Outcome

  • To define key vocabulary related to sound
  • To explain how sounds are made

Working scientifically

  • To develop a range of relevant, testable questions
  • To use a range of equipment with care

Revision

  • To explain what is meant by good nutrition
  • To distinguish between different food groups and discuss their importance

Week 3

Outcome

  • To recognise how vibrations travel through the ear
  • To discuss why sounds get fainter as the distance increases

Working scientifically

  • To start to use labelled diagrams to show complex outcomes
  • To to suggest further relevant, comparative or fair test

Revision

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

Week 4

Outcome

  • To examine patterns between volume and sound waves

Working scientifically

  • To write a conclusion using supportive evidence
  • To use a range of equipment with care

Revision

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

Week 5

Outcome

  • To analyse patterns between the pitch of sound waves
  • To discuss  the relationship between volume and vibration

Working scientifically

  • To write a conclusion using supportive evidence
  • To develop a range of relevant, testable questions

Revision

  • To summarise the purpose of muscles
  • To identify key muscles in the human body

Week 6

Outcome

  • To test the relationship between volume and vibration
  • To analyse the results of my investigation

Working scientifically

  • To start to use labelled diagrams to show complex outcomes
  • To suggest further relevant comparative or fair tests

Revision

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

Week 7

Outcome

  • To assess knowledge and understanding of sound

Week 1

Outcome

  • To define key vocabulary related to electricity
  • To recall  common electrical appliances and explain the importance of electrical safety

Working scientifically

  • To develop a range of relevant, testable questions
  • To display and present key findings in writing

Revision

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

Week 2

Outcome

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

Working scientifically

  • To make clear the key characteristics
  • To select and use a range of equipment repeatedly

Revision

  • To describe how fossils are formed
  • To explain how igneous rocks are formed

Week 3

Outcome

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

Working scientifically

  • To develop a range of relevant, testable questions
  • To start using labelled diagrams to show complex outcomes

Revision

  • To state how sedimentary rocks are formed
  • To summarise how metamorphic rocks are formed

Week 4

Outcome

  • To recognise the role of a switch within a circuit
  • To incorporate a switch into a working circuit

Working scientifically

  • To display and present key findings in writing
  • To make clear the key characteristics

Revision

  • To recall what soil is made of
  • To compare different types of soil, based on their uses

Week 5

Outcome

  • To research the work of Thomas Edison
  • To distinguish between some common conductors and insulators

Working scientifically

  • To display and present key findings in writing
  • To make clear the key characteristics

Revision

  • To distinguish between different  variables
  • To identify what makes a fair test

Week 6

Outcome

  • To predict  the impact that conductors and insulators can have on a circuit  
  • To demonstrate the impact that conductors and insulators can have on a circuit

Working scientifically

  • To develop a range of relevant, testable questions
  • To identify and manage variables

Revision

  • To analyse the different elements of a fair test
  • To identify the variables in a fair test

Week 7

Outcome

  • To evaluate how conductors and insulators can impact a circuit
  • To assess knowledge and understanding of electricity

Working scientifically

  • To display and present key findings in writing

Week 1

Outcome

  • To define key vocabulary related to the digestive system
  • To identify different types of teeth

Working scientifically

  • To develop a range of relevant, testable questions
  • To use various ways to record, group and display evidence

Revision

  • To demonstrate how light travels in straight lines
  • To recall  how shadows are formed

Week 2

Outcome

  • To relate the parts of the digestive system to their functions

Trip to Science Museum – digestion workshop

Working scientifically

  • To make clear the key characteristics

Revision

  • To explain why shadows change in size
  • To explain how shadows change in size

Week 3

Outcome

  • To test  the role of toothpaste and the impact of liquids on teeth
  • To explain  the process of digestion

Working scientifically

  • To plan investigations using different types of scientific enquiry
  • To display and present key findings in writing

Revision

  • To identify sources of light
  • What is darkness? Can we see if there is true darkness?

Week 4

Outcome

  • To explain the process of digestion
  • To evaluate the impact of liquids on our teeth  

Working scientifically

  • To display and present key findings in writing
  • To use various ways t record, group and display evidence

Revision

  • To recognise  that light is reflected from surfaces
  • To identify reflective materials

Week 5

Outcome

  • To describe the role of toothpaste
  • To identify producers, predators and prey in food chains

Working scientifically

  • To display and present key findings in writing
  • To use various ways to record, group and display evidence

Revision

  • To discuss  everyday uses of reflective materials
  • To explain how ‘cats eyes’ work

Week 6

Outcome

  • To examine how changes in the natural world can impact food chains
  • To assess my understanding of Animals, including humans

Working scientifically

  • To make clear the key characteristics

Revision

  • To explain why light from the Sun can be dangerous
  • To describe ways to protect our eyes from the Sun

Week 1

Outcome

  • To define key vocabulary related to states of matter
  • To describe the different states of matter [solids, liquids and gases]

Working scientifically

  • To develop a range of relevant, testable questions
  • To make clear the key characteristics

Revision

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

Week 2

Outcome

  • To compare the properties of particles in different states of matter
  • To start to use labelled diagrams to show complex outcomes  

Working scientifically

  • To start to use labelled diagrams to show complex outcomes
  • To make clear the key characteristics

Revision

  • To explain the functions of a plant
  • To revise  how plants absorb water

Week 3

Outcome

  • To recognise that some materials change state when they are heated or cooled
  • To discuss the stages in the water cycle

Working scientifically

  • To suggest further relevant comparative or fair tests
  • To discuss alternative equipment that could be used

Revision

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

Week 4

Outcome

  • To examine the processes involved in the water cycle
  • To describe the role of evaporation and condensation in the water cycle

Working scientifically

  • To start to use labelled diagrams to show complex outcomes
  • To write a conclusion identifying causal links

Revision

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

Week 5

Outcome

  • To assess how the properties of states of matter can overlap

Working scientifically

  • To suggest further relevant comparative or fair tests

Revision

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

Week 6

Outcome

  • To assess our understanding of states of matter

Week 5

Week 1

Outcome

  • To define key vocabulary related to living things
  • To use a branching key to identify animals in the wider environment

Working scientifically

  • To develop a range of relevant, testable questions
  • To use various ways to record, group and display evidence

Revision

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

Week 2

Outcome

  • To classify plants using a branching key  (flowering and non-flowering)

Trip to Walthamstow Wetlands – to study local wildlife and the role of a nature reserve

Working scientifically

  • To select and use a range of equipment

Revision

  • To identify materials that will be attracted to magnets
  • To classify materials according to their magnetic properties

Week 3

Outcome

  • To classify invertebrates using a branching key
  • To explain why a habitat is suitable for a given organism

Working scientifically

  • To select and use a range of equipment
  • To write a conclusion using evidence and identifying causal links

Revision

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

Week 4

Outcome

  • To collect information on how we can help endangered animals
  • To describe the ways in which different animals have adapted to suit their environments

Working scientifically

  • To select and use a range of equipment
  • To present key findings orally or in writing

Revision

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

Week 5

Outcome

  • To examine the positive impact humans have on the environment and living things
  • To examine the negative impact humans have on the environment and living things

Working scientifically

  • To use various ways to record, group and display evidence
  • To present key findings orally or in writing

Revision

  • To discuss how magnets are used in real life
  • To compare and contrast the different forms of scientific investigation

Week 6

Outcome

  • To explain how habitats change throughout the year
  • To assess knowledge and understanding of living things

Working scientifically

  • To write a conclusion using evidence and identifying causal links

Week 1

Outcome

  • To explain some reasons for why biodiversity matters
  • To recall threats to biodiversity

 

Revision

  • To draw and accurately label a bar chart
  • To draw and accurately label a line graph

Week 2

Outcome

  • To match threats to biodiversity with their solutions
  • To debate an issue about how to fight threats to biodiversity

 

Revision

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

Week 3

Outcome

  • To recall  our knowledge of digestion
  • To recall  our knowledge of electricity

 

Revision

  • To analyse the water cycle through an experiment
  • To explain the part played by evaporation and condensation in the water cycle

Week 4

Outcome

  • To recall our knowledge of living things and habitats

 

Revision

  • To define producers, prey and predators
  • To identify producers, predators and prey in food chains

Week 5

Outcome

  • To recall our knowledge of states of matter

 

Revision

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

Week 6

Outcome

  • To recall our knowledge of sound

 

Revision

  • To describe how vibrations travel through the ear
  • To demonstrate how sounds get fainter as the distance increases

Week 1

Rules, Systems and Expectations

Week 2

Outcome

  • To define vocabulary related to space
  • To compare the size and position of the planets in our solar system

Space Dome visit

Working scientifically

  • To select appropriate equipment following discussion of alternatives

Revision

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

Week 3

Outcome

  • To describe the movement of the Earth relative to the Sun [Day and night]
  • To explain why we experience different seasons on Earth

Working scientifically

  • To select appropriate equipment following discussion of alternatives
  • To use labelled diagrams to show complex outcomes

Revision

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

Week 4

Outcome

  • To discuss  the movement and phases of the moon
  • To compare terrestrial planets and gas giants

Working scientifically

  • To use labelled diagrams to show complex outcomes
  • To display and present key findings orally and in writing

Revision

  • To recall  7 life processes
  • To justify living or not using life process knowledge

Week 5

Outcome

  • France residential and Harvest Festival rehearsal

Week 6

Outcome

  • To examine and compare the different stars in our galaxy

Working scientifically

  • To select appropriate equipment following discussion of alternatives

Revision

  • To explain how animals adapt to their habitats
  • To group living things (vertebrates and invertebrates)

Week 7

Outcome

  • To outline how ideas about space have developed and changed over time
  • To assess our understanding of space 

Working scientifically

  • To display and present key findings orally and in writing
  • To answer questions using evidence gathered from different types of scientific enquiry

Revision

  • To devise classification keys
  • To devise classification keys

Week 8

Outcome

  • To define vocabulary related to forces

Week 1

Outcome

  • To identify the effects of air resistance
  • To examine the relationship between air resistance and speed (Plan investigation)

Working scientifically

  • To write a conclusion using evidence and identifying causal links
  • To identify and manage variables

Revision

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

Week 2

Outcome

  • To discuss the relationship between speed and air resistance
  • To explain the relationship between speed and air resistance

Working scientifically

  • To take measurements that are precise as well as accurate
  • To indicate why some results may not be entirely trustworthy

Revision

  • To recall  how sounds are made
  • To explain how sounds are made

Week 3

Outcome

  • To describe  the effects of friction
  • To summarise  the effects of friction

Working scientifically

  • To write a conclusion using evidence and identifying causal links
  • To take measurements that are precise as well as accurate

Revision

  • To identify and name the parts of the ear
  • To analyse a diagram of the parts of the ear

Week 4

Outcome

  • To evaluate the effects of friction
  • To identify  the effects of water resistance

Working scientifically

  • To indicate why some results  may not be entirely trustworthy
  • To use various ways to record complex evidence

Revision

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

Week 5

Outcome

  • To summarise  the effects of water resistance
  • To describe how balanced and unbalanced forces impact the movement of objects

Working scientifically

  • To identify and manage variables
  • To use various ways to record complex evidence

Revision

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

Week 6

Outcome

  • To recognise that some mechanisms allow a smaller force to have a greater effect
  • To differentiate between pulleys and levers

Working scientifically

  • To write a conclusion using evidence and identifying causal links
  • To use various ways to record complex evidence

Revision

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

Week 7

Outcome

  • To evaluate the effects of pulleys, levers and gears (everyday uses)
  • To assess our knowledge and understanding of forces

Working scientifically

  • To write a conclusion using evidence and identifying causal links

Revision

  • To recognise that sounds get fainter as the distance increases
  • To choose the best materials for insulating sound

Week 1

Outcome

  • To define vocabulary related to living things
  • To identify the characteristics of different animal groups

Working scientifically

  • To display and present key findings orally and in writing

Revision

  • To define  key vocabulary about the digestive system
  • To identify  the parts of the digestive system and its functions

Week 2

Outcome

  • To describe the life cycle of mammals
  • To explain the life cycles of insects

Working scientifically

  • To display and present key findings orally and in writing
  • To use labelled diagrams to show complex outcomes

Revision

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

Week 3

Outcome

  • To discuss the life cycles of amphibians
  • To distinguish between different parts of an egg

Working scientifically

  • To use various ways to show complex evidence
  • To answer questions using evidence gathered from different types of enquiry

Revision

  • To describe the process of digestion
  • To summarise  the roles of different organs during the process of digestion

Week 4

Outcome

  • To compare and contrast unusual life cycles of a range of animals
  • To collect information about natural habitats in our local environment

Working scientifically

  • To answer questions using evidence gathered from different types of enquiry
  • To use various ways to show complex evidence

Revision

  • To evaluate  the impact of liquids on our teeth
  • To give examples of how to care for our teeth

Week 5

Outcome

  • To identify the parts of flowering plants
  • To compare the life cycles of flowering and non-flowering plants

Working scientifically

  • To use labelled diagrams to show complex outcomes
  • To use various ways to show complex evidence

Revision

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

Week 6

Outcome

  • To discuss how seeds are dispersed
  • To recognise and appraise the works of naturalists (DA)

Working scientifically

  • To display and present key findings orally and in writing
  • To answer questions using evidence from different types of enquiry

Revision

  • To recall and define  key vocabulary related to  the digestive system
  • To examine  the digestive process

Week 1

Outcome

  • To define vocabulary related to animals including humans
  • To compare  the gestation periods of different animals

Working scientifically

  • To use various ways to show complex evidence

Revision

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

Week 2

Outcome

  • To interpret anomalous results
  • To recognise  foetal development in humans

Working scientifically

  • To answer questions using evidence from different types of enquiry
  • To use various ways to show complex evidence

Revision

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

Week 3

Outcome

  • To interpret gestation data
  • To identify and analyse patterns in data

Working scientifically

  • To use a graph to record basic data

Revision

  • To examine how  some materials change state when they are heated or cooled
  • To evaluate  how different states of matter can mix

Week 4

Outcome

  • To examine the correlation between the age of reproduction of a mammal and its size of litter
  • To explain how humans change as they grow older

Working scientifically

  • To answer questions using evidence from different types of enquiry
  • To know how to process repeat readings

Revision

  • To model the process of the water cycle
  • To identify the roles of evaporation and condensation in the water cycle

Week 5

Outcome

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

Week 6

Outcome

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

Week 1

Outcome

  • To define vocabulary related to materials
  • To recognise solubility as a property of a material

Working scientifically

  • To identify and manage variables

Revision

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

Week 2

Outcome

  • To compare  the solubility of different materials
  • To describe the solubility of different materials

Working scientifically

  • To take measurements that are precise as well as accurate
  • To indicate why some results may not be entirely trustworthy

Revision

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

Week 3

Outcome

  • To model the concept of saturation  
  • To discuss ways of separating mixtures

Working scientifically

  • To use evidence to suggest further comparative or fair tests that would develop the investigation
  • To select and use appropriate equipment, following discussion of alternatives

Revision

  • To explain what a series circuit is
  • To illustrate  a simple series electrical circuit and name its components

Week 4

Outcome

  • To test ways of separating mixtures
  • To differentiate between reversible and irreversible changes

Working scientifically

  • To use labelled diagrams to show complex outcomes
  • To write a conclusion using evidence and identifying causal links

Revision

  • To illustrate a parallel circuit and identify  its components
  • To recognise the role of a switch within a circuit

Week 5

Outcome

  • To distinguish between different types of conductivity (thermal/ electrical)
  • To design  an investigation related to conductivity (thermal or electrical)

Working scientifically

  • To write a conclusion using evidence and identifying causal links
  • To identify and manage variables

Revision

  • To demonstrate how to incorporate a switch into a working circuit
  • To appraise  the work of Thomas Edison

Week 6

Outcome

  • To test and explain conductivity
  • To explain how the conductivity of materials differs

Working scientifically

  • To take measurements that are precise as well as accurate

Week 1

Outcome

  • To state the materials needed for combustion to occur
  • To assess my understanding of materials

Working scientifically

  • To use labelled diagrams to show complex outcomes

Revision

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

Week 2

Outcome

  • To describe the hydrosphere
  • To identify how water from different sources is used

 

Revision

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

Week 3

Outcome

  • To discuss problems with water use
  • To explain how humans can improve water use

Trip to Walthamstow Wetlands

Revision

  • To compare the effects of friction
  • To differentiate between pulleys and levers

Week 4

Outcome

  • To recall our knowledge of space
  • To recall  our knowledge of forces

 

Revision

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

Week 5

Outcome

  • To recall our knowledge of living things
  • To recall  our knowledge of materials

 

Revision

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

Week 6

Outcome

  • To recall  our knowledge of working scientifically

 

Revision

  • To recall  the meaning of a ‘life cycle’
  • To illustrate  the life cycle of flowering plants

Week 1

Rules, Systems and Expectations

Week 2

Outcome

  • To define key vocabulary related to light
  • To show how light appears to travel in straight lines

Working scientifically

  • To suggest which type of enquiry is likely to be successful at providing answers to a particular question

Revision

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

Week 3

Outcome

  • To recognise  how the human eye works
  • To analyse how the path of a ray can be altered using reflection

Working scientifically

  • To explain why a labelled diagram may be particularly effective
  • To consider how modifying equipment can improve results

Revision

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

Week 4

Outcome

  • To compare and contrast the opacity of different materials
  • To test  the opacity of different materials

Working scientifically

  • To suggest which type of enquiry is likely to be successful at providing answers to a particular question
  • To recognise variables that cannot easily be managed

Revision

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

Week 5

Outcome

  • To explain refraction
  • To examine the composition of light

Working scientifically

  • To explain why a labelled diagram may be particularly effective
  • To consider how modifying equipment can improve results

Revision

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

Week 6

Outcome

  • To describe how shadows are formed
  • To construct a line graph to display complex data

Working scientifically

  • To recognise variables that cannot easily be managed
  • To explain the advantages of line graphs

Revision

  • To examine and the different stars in our galaxy

Week 7

Outcome

  • To assess our knowledge and understanding of light

 

Revision

  • To assess how ideas about space have developed and changed over time

Week 1

Outcome

  • To define key vocabulary related to the circulatory system
  • To identify and name the main parts of the human circulatory system

Working scientifically

  • To display and present key findings orally and in writing

Revision

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

Week 2

Outcome

  • To describe the function of the heart in the circulatory system 

Working scientifically

  • To display and present key findings orally and in writing
  • To recognise the limitations of available equipment

Revision

  • To identify the effects of air resistance
  • To illustrate and label an accurate force diagram

Week 3

Outcome

  • To outline the role of blood vessels and blood
  • To describe the journey blood takes around the body

Working scientifically

  • To recognise the limitations of available equipment
  • To display and present key findings orally and in writing

Revision

  • To summarise  the effects of water resistance
  • To describe situations when water resistance occurs

Week 4

Outcome

  • To describe the journey blood takes around the body
  • To discuss the effect that exercise has on heart rate

Working scientifically

  • To display and present key findings orally and in writing
  • To identify situations in which taking repeat readings will improve the quality of evidence

Revision

  • To explain the effects of friction
  • To recall  everyday situations where friction is present

Week 5

Outcome

  • To investigate the effect that exercise has on heart rate
  • To evaluate  the effect that exercise has on heart rate

Working scientifically

  • To evaluate which further comparative or fair tests would be particularly useful
  • To indicate in conclusions why the results may not be entirely trustworthy

Revision

  • To distinguish between pulleys and levers
  • To describe everyday uses for pulleys and levers

Week 6

Outcome

  • To explain how nutrients and water are transported in animals, including humans
  • To recognise the impact of diet, exercise, drugs and lifestyle on the body

Working scientifically

  • To display and present key findings orally and in writing
  • To evaluate which further comparative or fair tests would be particularly useful

Revision

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

Week 7

Outcome

  • To examine the features of a heart when completing a dissection and relate it to my knowledge of its functions
  • To assess our knowledge of the circulatory system

Working scientifically

  • To recognise the limitations of available equipment

Revision

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

Week 1

Outcome

  • To define key vocabulary related to classification
  • To select ways in which  living things can be divided into broad groups

Working scientifically

  • To evaluate ways of recording complex data

Revision

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

Week 2

Outcome

  • To classify plants and animals based on specific characteristics
  • To recognise  the stages in our classification system

Working scientifically

  • To suggest possible limits to causal relationships
  • To evaluate ways of recording complex data

Revision

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

Week 3

Outcome

  • To demonstrate how broad groups can be subdivided
  • ‘To appraise the work of Carl Linnaeus

Working scientifically

  • To suggest possible limits to causal relationships
  • To display and present key findings orally and in writing

Revision

  • To discuss how to maintain hygiene and health

Week 4

Outcome

  • To construct a dichotomous classification key
  • To create a branching key to identify trees

Working scientifically

  • To evaluate ways of recording complex data
  • To indicate in conclusions why the results may not be entirely trustworthy

Revision

  • To understand the stages of human and animal gestation

Week 5

Outcome

  • To create a branching key to differentiate between arthropods
  • To create a branching key to identify invertebrates

Working scientifically

  • To evaluate ways of recording complex data
  • To indicate in conclusions why the results may not be entirely trustworthy

Revision

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

Week 6

Outcome

  • To evaluate why classification is necessary
  • To assess our understanding of classification

Working scientifically

  • To display and present key findings orally and in writing

Revision

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

Week 1

Outcome

  • To define key vocabulary related to evolution

Revision

  • To recall  the life cycles of birds

Week 2

Outcome

  • To recognise and describe inherited characteristics

Working scientifically

  • To evaluate which further tests would be particularly useful

Revision

  • To describe the functions of parts of a flower

Week 3

Outcome

  • To explain how humans have evolved over time

Working scientifically

  • To display and present key findings orally and in writing

Revision

  • To order the stages of life cycle of flowering plants

Week 4

Outcome

  • To illustrate and explain how living things change over time

Working scientifically

  • To suggest possible limits to causal relationships

Revision

  • To summarise what a naturalist does

Week 5

Outcome

  • To give examples of how living things change over time

Working scientifically

  • To identify situations in which taking repeat readings will improve the quality of evidence

Revision

  • To recall the gestation periods of different animals

Week 6

Outcome

  • To analyse scientific evidence that has been used to support arguments (fossils)

Working scientifically

  • To explain why a labelled diagram might be particularly effective

Week 1

Outcome

  • To identify how fossils support our understanding of evolution
  • To assess our understanding of evolution

Working scientifically

  • To explain why a labelled diagram might be particularly effective

Revision

  • To define solubility and saturation

Week 2

Outcome

  • To define key vocabulary related to electricity
  • To use symbols when drawing a simple circuit diagram

Working scientifically

  • To explain why a labelled diagram might be particularly effective

Revision

  • To discuss ways of separating mixtures

Week 3

Outcome

  • To explain the relationship between voltage input and power output

Working scientifically

  • To write a conclusion using evidence and identifying causal links

Revision

  • To differentiate between reversible and irreversible changes

Week 4

Week 5

SATs Week

Week 6

Outcome

  • To distinguish between the various components of a circuit

Working scientifically

  • 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)

Revision

  • To explain  which materials are needed for combustion to occur

Week 1

Outcome

  • To identify the effects of changing one component in

Working scientifically

  • To recognise variables that cannot be easily managed

Revision

  • To explain electrical conductivity

Week 2

Outcome

  • To explain the role of conductors and insulators in a circuit

Working scientifically

  • To evaluate ways of recording complex data

Revision

  • To describe  thermal conductivity

Week 3

Rhos y Gwaliau

Week 4

Outcome

  • To recall the main types of fossil fuels and their source
  • To describe the harmful effects of fossil fuels

Week 5

Outcome

  • To summarise the impact of climate change
  • To compare ways of reducing fossil fuel use

Week 6

Outcome

  • To recall our knowledge of light
  • To recall our knowledge of animals including humans

Beyond the National Curriculum