Science Curriculum

Year 3

Year 4

Year 5

Year 6

Illustration of rocks, solar system, magnet and seedling

Year 3

Week 1

Outcomes

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

Vocabulary

movement
nutrition
skeleton
muscles
balanced diet
organism
living,
non-living

Revision

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

Week 2

Outcomes

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

Working scientifically

To recognise patterns
To ask relevant questions

Vocabulary

vertebrate
backbone
endoskeleton
exoskeleton
hydro skeleton
spinal cord
organs
spine
support
protection

Revision

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

Week 3

Outcomes

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

Vocabulary

joint
bones
hinge
gliding
ball and socket
muscles
skeleton
contract
relax
movement

Revision

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

Week 4

Outcomes

To explain how muscles provide support and protection
To distinguish between the five food groups

Working scientifically

To use words to record findings
To recognise patterns

Vocabulary

purpose
support
protect
voluntary
involuntary
fruit and vegetables
protein
fats
dairy
carbohydrates

Revision

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

Week 5

Outcomes

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

Vocabulary

fruit and vegetables
protein
fats
dairy
carbohydrates
balanced diet
deficiency
nutrition
conclusion
patterns

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 6

Outcome

To summarise my understanding of good health and nutrition

Working scientifically

To use words to record findings

Vocabulary

balanced diet
findings
deficiency
nutrition
patterns

Revision

To categorise different materials according to their properties

Week 7

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

Outcomes

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

Vocabulary

non-contact force
attract
repel
magnet
magnetic
investigation
variable

Revision

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

Week 2

Outcomes

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)

Vocabulary

attract
repel
North Pole
South Pole
diagram
magnetic
force field
non-contact force

Revision

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

Week 3

Outcomes

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

Vocabulary

magnetic
force field
non-contact force
attract
repel
range
magnetic field
non-contact force
poles

Revision

To classify different objects
To recognise patterns that occurs in experiments

Week 4

Outcomes

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

Vocabulary

magnet
magnetic force
attract
repel
attraction
repulsion

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)

Vocabulary

force
friction
magnet
enquiry
repulsion

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

Vocabulary

force
friction
magnet
enquiry
repulsion
contact force
surface
reduce
opposite

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

Outcomes

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

Working scientifically

To use diagrams to record findings

Vocabulary

rock
mineral
igneous
sedimentary
intrusive
metamorphic
processes

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

Outcomes

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

Vocabulary

weathering
erosion
deposition
contact
compaction
pressure
cementation
heat
metamorphism
regional

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

Outcomes

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

Vocabulary

metamorphic
igneous
sedimentary
compare
classify
fossilisation
fossil
sedimentary
erosion
uplift

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

Outcomes

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

Vocabulary

properties
igneous
sedimentary
metamorphic
compare
permeable
impermeable

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

Outcomes

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

Vocabulary

metamorphic
igneous
sedimentary
permeable
impermeable

Revision

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

Week 6

Outcomes

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

Vocabulary

soil
analyse
loam
component
particles

Week 1

Outcomes

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

Vocabulary

light source
natural
man-made
reflect
shadow
sort
group

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

Outcomes

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

Vocabulary

ray
light source
travel
reflect
absorb
light
darkness
evidence
explain

Revision

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

Week 3

Outcomes

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

Vocabulary

light source
reflect
light ray
emit
absorb
transparent
translucent
opaque
shadow

Revision

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

Week 4

Outcomes

To compare and contrast the size of shadows

Working scientifically

To use tables to record evidence

Vocabulary

opaque
shadow
light ray
length
position
angle
length

Revision

To compare and classify different types of rocks

Week 5

Outcomes

To summarise how and why shadows change in size

Working scientifically

To present findings either orally or in writing

Vocabulary

opaque
shadow
light ray
length
position
angle
length

Revision

To describe the characteristics of different types of rocks

Week 6

Light

To assess knowledge and understanding of light

Week 1

Outcomes

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

Vocabulary

function
nutrients
transportation
seed
pollination
plant
roots
stem
leaves
flower

Revision

To match animals to offspring

Week 2

Outcomes

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

Vocabulary

roots
stem
leaves
air
flower
seed
sunlight
water
carbon dioxide
growth

Revision

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

Week 3

Outcomes

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

Vocabulary

affect
growth
sunlight
water
carbon dioxide
requirements
growth
vary

Revision

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

Week 4

Outcomes

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

Vocabulary

absorb
roots
nutrients
transpiration
transportation

Revision

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

Week 5

Outcomes

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

Vocabulary

photosynthesis
leaves
oxygen
carbon dioxide
growth
pollination
seed formation
seed dispersal
pollen
fertilisation

Revision

To examine changes in animals

Week 6

Outcomes

To examine some different means of seed dispersal in flowering plants
To compare and describe the effect of different factors on plant growth (look at results from seeds grown)

Working scientifically

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

Vocabulary

wind
burst
shakers
seed dispersal
affect
transportation
growth
sunlight
water
carbon dioxide

Revision

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

Week 1

Outcome

To assess our understanding of plants

Week 2

Outcomes

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

Vocabulary

litter
business
impact
pollution
environment
biodegradable

Revision

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

Week 3

Outcomes

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

Vocabulary

recyclable
non-recyclable
classify
appraise
generate

Revision

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

Week 4

Outcomes

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

Outcomes

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

Outcomes

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

Animals Including Humans

Children begin science in Year 3 with animals including humans, as they build on their understanding of the basic needs of animals and the importance of exercise and diet for humans, as explored in Year 2. In Year 3, children will develop their understanding of the main body parts, along with being introduced to nutrition.

Forces and magnets

Forces and magnets is an investigation rich topic which excites and enthuses the children in Year 3. The primary science curriculum in Year 3 broadens children’s scientific view of the world around them by exploring, asking and answering questions, testing and comparing forces.

Rocks and soil

Rocks in science are taught alongside the geography topic of Volcanoes, allowing them to make connections between scientific concepts and real life examples. They compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. Alongside describing in simple terms how fossils are formed when things that have lived are trapped within rock. Children are taught to recognise that soils are made from rocks and organic matter.

Light

Light is taught nearer the end of the Year as the topic consists of some abstract concepts, which children can better grasp by the end of Year 3. Some lessons within the topic require going outside to demonstrate ideas and it is better to do this in spring, when the weather conditions are better. Likewise looking at how shadows are formed when the light from a light source is blocked by a solid object is better to do outside when there are better light levels.

Living things and their habitats – plants

Living things are taught at the end of Year 3 when the environmental conditions best enable the children to explore the learning objectives in relation to plants and habitats. Children identify and describe the functions of different parts of flowering plants and explore the requirements of plants for life and growth.

Environmental science – litter pollution

Year 3 children are taught that Littering causes pollution, a major threat to the environment, and has increasingly become a cause for concern in many countries. They investigate and classify the type of litter in the local area and appraise and generate ways to reduce litter.

Autumn 1

Animals including humans

Autumn 2

Forces and magnets

Spring 1

Rocks

Spring 2

Light

Summer 1

Plants

Summer 2

Environmental science

Littering

Year 4

Autumn - First half term

Week 1

Outcomes

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

Vocabulary

vibrate
amplitude
pitch
echo
frequency
sound
movement
sound waves
volume

Revision

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

Week 2

Outcomes

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

Working scientifically

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

Vocabulary

distance
eardrum
auditory canal
pinna
cochlea
auditory vibrate
decibel
nerve
volume
sound waves

Revision

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

Week 3

Outcomes

To examine patterns between volume and sound waves
To compare the features of objects that produce particular sound patterns (pitch)

Working scientifically

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

Vocabulary

trough
crest
distance
pitch
frequency
sound
vibration
energy
predict
volume

Revision

To explain the purpose of a skeleton
To identify key muscles in the human body

Week 4

Outcomes

To analyse patterns between the pitch of sound waves
To discuss the relationship between volume and vibration (Plan investigation)

Working scientifically

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

Vocabulary

trough
crest
distance
pitch
frequency
sound
vibration
energy
predict
volume

Revision

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

Week 5

Outcome

To test the relationship between volume and vibration (conduct investigation)

Working scientifically

To start to use labelled diagrams to show complex outcomes

Vocabulary

sound
vibration
energy
predict
volume
relationship

Revision

To compare humans and other animals based on skeletons

Week 6

Outcome

To analyse the results of my investigation

Working scientifically

To suggest further relevant comparative or fair tests

Vocabulary

sound
vibration
energy
predict
volume
relationship

Revision

To compare humans and other animals based on diets

Week 7

Outcome

To assess knowledge and understanding of sound

Autumn - Second half term

Week 1

Outcomes

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

Vocabulary

charge
conduct
insulate
voltage
circuit
appliance
conduct

Revision

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

Week 2

Outcomes

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

Vocabulary

current
conduct
insulate
series
terminal
complete
component

Revision

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

Week 3

Outcomes

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

Vocabulary

current
conduct
series
circuit
cell
battery

Revision

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

Week 4

Outcomes

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

Vocabulary

conduct
circuit
switch
complete
series

Revision

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

Week 5

Outcomes

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

Vocabulary

invention
light bulb
chronological
biography
events
conduct
insulate
material
current
energy

Revision

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

Week 6

Outcomes

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

Vocabulary

conduct
insulate
impact
complete
component

Revision

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

Week 7

Outcomes

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

Vocabulary

conductor
reflect
insulator
improve
evaluation

Spring - First half term

Week 1

Outcomes

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

Vocabulary

digestion
intestine
stomach
pancreas
oesophagus
canine
incisor
molar
enamel
pre-molar

Revision

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

Week 2

Outcomes

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

Vocabulary

oesophagus
intestine
liver
pancreas
enzyme

Revision

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

Week 3

Outcomes

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

Vocabulary

variable
independent
dependent
fair test
controlled
peristalsis
chemical
mechanical
absorption
nutrients

Revision

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

Week 4

Outcomes

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

Vocabulary

peristalsis
chemical
mechanical
absorption
nutrients
observe
results
impact
liquid
conclusion

Revision

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

Week 5

Outcomes

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

Vocabulary

observe
results
impact
liquid
conclusion
prey
producer
predator
carnivore
herbivore

Revision

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

Week 6

Outcomes

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

Vocabulary

producer
predator
prey
carnivore
herbivore

Revision

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

Spring - Second half term

Week 1

Outcomes

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

Vocabulary

matter
properties
molecule
state
particle
solid
liquid
gas

Revision

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

Week 2

Outcomes

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

Vocabulary

molecule
particle
arrangement
bond
movement
solid
liquid
gas
state
properties

Revision

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

Week 3

Outcomes

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

Vocabulary

melt
freeze
state
heat
cool
evaporate
vapour
condense
precipitation
fresh water

Revision

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

Week 4

Outcomes

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

Vocabulary

evaporate
condense
vapour
precipitation
fresh water
collection

Revision

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

Week 5

Outcomes

To assess how the properties of states of matter can overlap

Working scientifically

To suggest further relevant comparative or fair tests

Vocabulary

irreversible change
properties
chemical
mixture

Revision

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

Week 6

Outcome

To assess our understanding of states of matter

Summer - First half term

Week 1

Outcomes

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

Vocabulary

organism
classify
population
habitat
vertebrates
plant
invertebrates
animal
characteristics
sub-groups

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

Vocabulary

mosses
ferns
conifers
flowering plants
habitat

Revision

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

Week 3

Outcomes

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

Vocabulary

invertebrate
classify
identify
exoskeleton
habitat
organism
adaptation
survival
nature

Revision

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

Week 4

Outcomes

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

Vocabulary

endangered species
impact
habitat
protect
organism
adaptation
survival
nature

Revision

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

Week 5

Outcomes

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

Vocabulary

positive
impact
environment
fuel
recycling
deforestation
extinction
pollution
pesticides
global warming

Revision

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

Week 6

Outcomes

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

Vocabulary

habitat
natural
seasonal
weather
migration

Summer - Second half term

Week 1

Outcomes

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

Vocabulary

biodiversity
ecosystem
extinct
species
pollution
climate change

Revision

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

Week 2

Outcomes

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

Vocabulary

wardens
poachers
pesticides
restore
wildlife corridor
national park

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

Outcomes

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

Sound

Sound is taught at the start of Year 4 as it is an entirely new topic for the children and therefore enthuses and excites them at the start the academic year. Children are taught to identify how sounds are made, associating some of them with something vibrating. They recognise that vibrations from sounds travel through a medium to the ear. Finding patterns between the pitch of a sound and features of the object that produced it, between the volume of a sound and the strength of the vibrations that produced it and recognising that sounds get fainter as the distance from the sound source increases.

Electricity

Electricity is taught at the beginning of Year 4 and consideration is given to ensuring resources are plentiful and not taught at the same time as electricity in Year 6. Children identify common appliances that run on electricity and construct a simple series electrical circuit, identifying and naming its basic parts. Also children are taught to recognise some common conductors and insulators, and associate metal with being good conductors.

Animals including humans – digestive system

Children are introduced to the digestive system and its parts, along with teeth and their functions and food chains. Animals including humans is taught in the spring, as the topic of digestion contains some challenging, subject-specific vocabulary.

States of matter

States of matter is an entirely new topic for the children and consists of many advanced, abstract concepts, which children are able to better grasp nearer the end of the year. Using their knowledge and understanding of everyday materials, children in Year 4 begin to understand states of matter. Observing solids, liquids and gases and compare the three.

Living things and their habitats

Living things are taught at the end of Year 4 when the environmental conditions best enable the children to explore the learning objectives in relation to animals and their habitats.

Environmental science – biodiversity

Year 4 children learn that biodiversity is essential for the processes that support all life on Earth, including humans. Without a wide range of animals, plants and microorganisms, we cannot have the healthy ecosystems that we rely on to provide us with the air we breathe and the food we eat.

Autumn 1

Sound

Autumn 2

Electricity

Spring 1

Animals including humans

Spring 2

States of matter

Summer 1

Living things and habitats

Summer 2

Environmental science

Science versus animal extinction

Year 5

Autumn - First half term

Week 1

Outcomes

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

Working scientifically

To identify and manage variables

Vocabulary

matter
properties
natural
manmade
artificial
soluble
solvent
insoluble
solution
solute

Revision

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

Week 2

Outcomes

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

Working scientifically

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

Vocabulary

soluble
solvent
insoluble
solution
solute
homogenous
mixture

Revision

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

Week 3

Outcomes

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

Vocabulary

saturation
solvent
insoluble
solution
solute
sieve
funnel
filter
evaporation
magnetic

Revision

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

Week 4

Outcome

France residential and Harvest Festival rehearsal

Week 5

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

Vocabulary

sieve
funnel
filter
evaporation
magnetic
reversible
irreversible
reactant
product
state

Revision

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

Week 6

Outcomes

To distinguish between thermal and electrical conductivity
To design an investigation related to conductivity

Working scientifically

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

Vocabulary

conductor
insulator
electricity
thermal
energy

Revision

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

Week 7

Outcome

To test and explain how conductivity of materials differs
To assess knowledge and understanding of properties of materials

Working scientifically

To take measurements that are precise as well as accurate

Vocabulary

conductor
insulator
electricity
variables
energy

Autumn - Second half term

Week 1

Outcomes

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

Vocabulary

gravity
air resistance
water resistance
friction
opposite
force
Newton
acceleration
travelling

Revision

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

Week 2

Outcomes

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

Vocabulary

control
variables
air resistance
speed
prediction
results
effective
trustworthy

Revision

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

Week 3

Outcomes

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

Vocabulary

friction
surface
projection
force
grip
Newton
measurement
surface
precise

Revision

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

Week 4

Outcomes

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

Vocabulary

Newton
friction
surface
material
trustworthy
streamlined
measurement
water resistance
surface area
observe

Revision

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

Week 5

Outcomes

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

Vocabulary

streamlined
movement
water resistance
surface area
exerted
balanced
unbalanced

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

Outcomes

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

Vocabulary

force
gears
mechanism
pulleys
resistance
levers
pivot
load
variable

Revision

To recognise the features of objects that produce particular sound patterns

Week 7

Outcomes

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

Vocabulary

force
gears
mechanism
pulleys
resistance

Revision

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

Spring - First half term

Week 1

Outcomes

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

Vocabulary

metamorphosis
naturalist
pollination
organism
mammal
fish
reptiles
birds
amphibians

Revision

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

Week 2

Outcomes

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

Vocabulary

develop
mammals
vulnerable
life cycles
placenta
insects
respiration
exoskeleton
invertebrate

Revision

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

Week 3

Outcomes

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

Vocabulary

larvae
changes
metamorphosis
life cycle
vertebrate
fertilised
membrane
observation

Revision

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

Week 4

Outcomes

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

Vocabulary

environment
insects
habitat
micro-habitat
life cycle
birds
naturalist
species
environment
impact
study

Revision

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

Week 5

Outcomes

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

Vocabulary

plants
flowering
environment
pollen
dissect
non-flowering
differences
life span

Revision

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

Week 6

Outcomes

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

Vocabulary

seed
dispersal
wind
spread
pollination

Revision

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

Spring - Second half term

Week 1

Outcomes

To define vocabulary related to animals including humans
To discuss how plants reproduce asexually

Working scientifically

To answer questions using evidence from different types of enquiry

Vocabulary

lifecycle
mammals
pregnancy
sexual
asexual
reproduction
cuttings
growth

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

Outcomes

To examine sexual plant reproduction
To discuss how animals reproduce

Working scientifically

To use various ways to show complex evidence
To interpret anomalous results

Vocabulary

fertilisation
ovary
pollination
sexual
spore
fertilise
eggs
pregnancy
gestation
reproduce

Revision

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

Week 3

Outcomes

To compare the gestation periods of different animals
To interpret anomalous results

Working scientifically

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

Vocabulary

gestation
birth
marsupial
compare
relationship
mammal
interpret
anomalous

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

Outcomes

To interpret gestation data relating to mammals
To identify and analyse patterns in data.

Working scientifically

To use a graph to record basic data

Vocabulary

gestation
mammal
mass
interpret
line of best fit
correlation
relationship

Revision

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

Week 5

Outcomes

To examine the correlation between the age of reproduction of a mammal and its size of litter
To explain how asexual reproduction can occur from cuttings

Working scientifically

To answer questions using evidence from different types of enquiry

Vocabulary

litter
multiple
offspring
maternal age
relationship
asexual
reproduction
cuttings
growth

Week 6

Outcomes

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

Summer - First half term

Week 1

Outcomes

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

Working scientifically

To select appropriate equipment, following discussion of alternatives

Vocabulary

galaxy
star
solar system
planet
orbit
asteroid
craters
Ceres

Revision

To identify the elements of an investigation
To recognise the variables

Week 2

Outcomes

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

Vocabulary

rotate
equator
solar system
axis
anti-clockwise
tilt
hemisphere
orbit

Revision

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

Week 3

Outcomes

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

Vocabulary

waxing
orbit
moons
waning
gibbous
spherical
gas
orbit
terrestrial
solar

Revision

To recall 7 life processes (MRS GREN)
To justify living or not using life process knowledge

Week 4

Outcomes

To examine and compare the different stars in our galaxy

Working scientifically

To select appropriate equipment, following discussion of alternatives

Vocabulary

stars
Milky Way
Hubble telescope
universe
light years

Revision

To explain how animals adapt to their habitats

Week 5

Outcomes

To outline how ideas about space have developed and changed over time

Working scientifically

To display and present key findings orally and in writing

Vocabulary

Ptolemy
Copernicus
Plato
Kepler
Galileo

Revision

To group living things (vertebrates and invertebrates)

Week 6

Outcomes

To assess knowledge and understanding of space

Working scientifically

To answer questions using evidence gathered from different types of scientific enquiry

Vocabulary

galaxy
star
solar system
planet
orbit

Revision

To devise classification keys

Summer - Second half term

Week 1

Outcomes

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

Outcomes

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

Vocabulary

hydrosphere
contaminated
precipitation
condensation
evaporation
closed system
reservoir
surface water
groundwater
industry

Revision

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

Week 3

Outcomes

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

Trip to Walthamstow Wetlands

Vocabulary

overconsumption
pollution
fertilizer
replenish
pesticide
sustainability
recycle
organic

Revision

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

Week 4

Outcomes

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

Outcomes

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

Properties and changes of materials

Year 5 start the year with properties and changes of materials, using their Year 4 knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. Children conduct experiments to compare and group together everyday materials on the basis of their properties, to show how some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Children demonstrate that dissolving, mixing and changes of state are reversible changes and explain that some changes result in the formation of new materials, and that this kind of change is usually irreversible.

Forces

Forces follows on from this and this is another topic that provides an opportunity for children to build on their existing learning of forces from Year 3. Children explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. They identify the effects of air resistance, water resistance and friction, that act between moving surfaces. Also recognising that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

Living things and their habitats – life cycles

Living things is taught in the spring, when the environmental conditions best enable the children to explore the learning objectives in relation to the life cycle of living things. They describe the difference in the life cycles of a mammal, an amphibian, an insect and a bird.

Animals including humans – gestation

Animals including humans, explores the growth and development of living things and aspects within this topic build on prior learning of plants from Year 3. Children describe the life process of reproduction in some plants and animals. They focus on the growth and development of humans, describing changes as humans develop to old age.

Earth and space

Earth and space is an entirely new topic for the children and consists of many advanced, abstract concepts, which children are able to better grasp nearer the end of the year. Children describe the movement of the Earth, and other planets, relative to the Sun in the solar system, describe the movement of the Moon relative to the Earth, Children use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Environmental science – extinction

Year 5 children learn that extinction occurs when species are diminished because of environmental forces such as habitat fragmentation, climate change, natural disaster, overexploitation by humans, and pollution, or because of evolutionary changes in their members.

Autumn 1

Properties of materials

Autumn 2

Forces

Spring 1

Living things

Spring 2

Animals including humans

Summer 1

Space

Summer 2

Environmental science

Water use and conservation

Year 6

Autumn - First half term

Week 1

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

Vocabulary

natural
source
man-made
emit
ray
travel
opaque

Week 2

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

Vocabulary

ciliary muscle
optic nerve
retina
cornea
pupil
iris
lens
reflect
angle
source
path
ray

Week 3

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

Vocabulary

opacity
reflect
absorb
material
fair test
variable
independent
dependent
controller

Week 4

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’

Vocabulary

bend
refraction
direction
lens
transparent
prism,
Newton
composition
spectrum
dispersion

Week 5

Outcome

To describe how shadows are formed

Working scientifically

To recognise variables that cannot easily be managed

Revision

To examine and the different stars in our galaxy

Vocabulary

shadow
opaque
object
penumbra
source

Week 6

Outcome

To construct a line graph to display complex data

Working scientifically

To explain the advantages of line graphs

Revision

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

Vocabulary

analyse
line graph
conclude
justify
accuracy

Week 7

Outcome

To assess knowledge and understanding of light

Autumn - Second half term

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

Vocabulary

heart
oxygenated
deoxygenated
atria
ventricle
blood
circulatory
pulmonary
systemic

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

Vocabulary

valve
chamber
ventricle
atrium
septum
oxygenated
deoxygenated

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

Vocabulary

arteries
capillaries
veins
nutrient
waste
oxygenated
atrium
ventricle
deoxygenated
cardiovascular

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

Vocabulary

cardiovascular
oxygenated
deoxygenated
atrium
ventricle
pulmonary
systemic

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

Vocabulary

justify
variable
data
method
control
label
bar chart
analyse
average
anomaly

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

Vocabulary

nutrients
hormones
oxygen
water
food
balanced diet
cardiovascular
exercise
drugs

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 knowledge and understanding 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

Vocabulary

ventricle
atria
valve
chamber
septum

Spring - First half term

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

Vocabulary

classify
taxonomy
bacteria
fungi
micro-organism
animals
plants

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

Vocabulary

classify
subgroups
characteristics
similarities
differences
kingdom
phylum
class
order
family
genus
species

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

Vocabulary

vertebrate
invertebrate
phylum
arachnid
system
Linnaeus
taxonomy
binominal
genus
species

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

Vocabulary

classification
dichotomous
identifying
organisms
classify
conifer
chestnut
oak
sycamore
beech

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

Vocabulary

arthropod
phylum
exoskeleton
taxonomy
class
invertebrate
classify
identify
dichotomous

Week 6

Outcome

To evaluate why classification is necessary
To assess knowledge and 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

Vocabulary

purpose
flaws
methods
taxonomy
Linnaeus

Spring - Second half term

Week 1

Outcome

To define key vocabulary related to evolution
To recognise and describe inherited characteristics

Working Scientifically

To evaluate which further tests would be particularly useful

Revision

To recall the life cycles of birds

Vocabulary

adapt
species
inherit
evolve
characteristics
DNA
offspring
gene
chromosome

Week 2

Outcome

To explain how humans have evolved over time
To illustrate and explain how living things change over time [Peppered moths]

Working scientifically

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

Revision

To describe the functions of parts of a flower

Vocabulary

ancestor
evolve
Darwin
species
homo sapiens
camouflage
species
adapt
mutation
natural selection

Week 3

Outcome

To give examples of how living things change over time [Finches]

Working scientifically

To display and present key findings orally and in writing

Revision

To order the stages of life cycle of flowering plants

Vocabulary

variation
species
adapt
evolve
natural selection

Week 4

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

Revision

To summarise what a naturalist does

Vocabulary

fossilisation
decompose
sediment
trace fossil
body fossil

Week 5

Outcome

To identify how fossils support our understanding of evolution [Horse]

Working scientifically

To explain why a labelled diagram might be particularly effective

Revision

To recall the gestation periods of different animals

Vocabulary

evolution
fossil
adapt
change
adaptation

Week 6

Outcome

To assess knowledge and understanding of evolution

Summer - First half term

Week 1

Outcome

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

Revision

To define solubility and saturation

Vocabulary

current
electricity
energy
charge
turbine
circuit
battery
electrons
power

Week 2

Outcome

To use symbols when drawing a simple circuit diagram
To identify the effects of changing one component in a circuit

Working scientifically

To explain why a labelled diagram may be particularly effective
To suggest which type of enquiry is likely to be more successful at providing answers to a particular question

Revision

To discuss ways of separating mixture

Vocabulary

battery
wire
bulb
buzze
motor
switch
explore
complete
predict
effect
possibility
investigate

Week 3

Outcome

To identify the effects of changing one component in a circuit – CONTINUED (practical investigation & conclusion)

Working scientifically

To write a conclusion using evidence and identifying causal links

Revision

To differentiate between reversible and irreversible changes

Vocabulary

explore
complete
predict
effect
possibility
investigate

Week 4

Outcome

To explain the role of conductors and insulators in a circuit
To explain the relationship between voltage input and power output

Working scientifically

To evaluate ways of recording complex data
To recognise variables that cannot be easily managed

Revision

To explain which materials are needed for combustion to occur

Vocabulary

resistance,
insulator
conductor
protection
voltage
input
power
output
series
parallel
circuit

Week 5

Outcome

To identify the relationship between electricity and magnetism

To understand how electricity is used safely

Revision

To explain electrical conductivity

Vocabulary

electricity
magnetism
electromagnet
vibrate
circuit breakers
mains
electricity
fuses
devices

Week 6

Outcome

To explore future possible uses of electricity
To assess knowledge and understanding of electricity

Revision

To describe thermal conductivity

Vocabulary

electricity
mains
renewable
fuel
sustainable

Summer - Second half term

Week 1

Outcome

To recall the main types of fossil fuels and their source

Vocabulary

fossil fuels
photosynthesis
coal
gas
oil
energy
extract

Week 2

Outcome

To describe the harmful effects of fossil fuels

Vocabulary

drilling
mining
fracking
exhaust
ozone
acidification
smog

Week 3

Rhos y Gwaliau

Week 4

Outcome

To summarise the impact of climate change

Vocabulary

greenhouse gas
global heating
atmosphere
climate change

Week 5

Outcome

To compare ways of reducing fossil fuel use

Vocabulary

renewable
sustainable
insulation
clean energy

Week 6

Outcome

To recall our knowledge of light

Week 7

Outcome

To recall our knowledge of animals including humans

Light

Year 6 start the year with Light. This is a topic they have not explored since Year 3, so it provides an opportunity to revisit and build upon their existing knowledge by developing their understanding of how light behaves, including light sources, reflections and shadows. Children use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.

Animals including humans – circulatory system

Animals including humans follows on from light and provides the children an opportunity to revisit and build on prior learning from previous year groups by recognising the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Children identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.

Living things and their habitats – classification

Living things is taught before evolution and inheritance, as knowledge of classification underpins the children’s understanding of this topic. Children are taught to describe how living things are classified into broad groups according to common observable characteristics and based on similarities and difference, including micro-organisms, plants and animals. They give reasons for classifying plants and animals based on specific characteristics.

Evolution and inheritance

Evolution and inheritance consists of various abstract concepts, which children are able to better grasp nearer the end of the year. Children will expand on what they learned about fossils in the Year 3 rocks topic, finding out more about how living things have changed over time. Children recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. They learn that that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents, Children identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Electricity

Building on what they learnt in Year 4, children in Year 6 they associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. They compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Children use recognised symbols when representing a simple circuit in a diagram. Electricity is taught at the end of Year 6 to ensure that resources are plentiful since it does not clash with the same time the topic is taught in Year 4.

Environmental science – fossil fuels

Year 6 children learn about the main types of fossil fuels and their source. They understand the effects of burning fossil fuels on the climate and compare ways of reducing fossil fuel use.

Autumn 1

Light

Autumn 2

Animals including humans

Spring 1

Living things and habitats

Spring 2

Evolution

Summer 1

Electricity

Summer 2

Environmental science

Energy and fossil fuels