Science Curriculum

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 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.

 

Science is taught through units based on the national curriculum and where able, cross-curricular links are made. The curriculum intent in the Science Policy, which shows the progression of knowledge and sequence of learning across KS2. Progression throughout primary school is enabled through year groups being aware of, and building on, knowledge taught in previous years. Teachers are confident in ensuring children have a solid basis in their scientific understanding and practical skills.

 

Key concepts of the scientific units are revisited throughout each year to ensure knowledge is secure in the pupils’ long term memories so future year groups can build on embedded concepts.

Illustration of rocks, solar system, magnet and seedling

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 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.

Science is taught through units based on the national curriculum and where able, cross-curricular links are made. The curriculum intent in the Science Policy, which shows the progression of knowledge and sequence of learning across KS2. Progression throughout primary school is enabled through year groups being aware of, and building on, knowledge taught in previous years. Teachers are confident in ensuring children have a solid basis in their scientific understanding and practical skills.

Key concepts of the scientific units are revisited throughout each year to ensure knowledge is secure in the pupils’ long term memories so future year groups can build on embedded concepts.

Working Scientifically

Science planning an enquiry

Planning an Enquiry

Science observing closely

Observing Closely

Science taking measurements

Taking Measurements

Science making predictions

Making Predictions

Science interpreting results

Interpreting Results

Science drawing conclusions

Drawing Conclusions

History Questions

Asking Scientific Questions

Science gathering recording results

Gathering and Recording Results

Science presenting results

Presenting Results

Science evaluating enquiry

Evaluating an Enquiry

Scientific Enquiry

Science classifying grouping

Identifying, Classifying and Grouping

Science comparative and fair testing

Comparative and Fair Testing

Science observing over time

Observing Over Time

Science patternseeking

Pattern Seeking

Science problemsolving

Problem Solving

Science research

Research

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

Misconceptions

  • Plants don’t eat food so they’re not a living thing
  • Excretion is just ‘pooing’

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

Misconceptions

  • All skeletons are the same

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

Misconceptions

  • All joints allow the same movement
  • Muscles work on their own

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

Misconceptions

  • Muscles only allow movement
  • All fats are ‘bad’ for you
  • Foods containing fat are ‘bad’ for you
  • Diet drinks and fruit drinks are ‘good’ for you

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

Misconceptions

  • All fats are ‘bad’ for you
  • Foods containing fat are ‘bad’ for you
  • Diet drinks and fruit drinks are ‘good’ for you
  • You should just eat fruit and vegetables because they are good for you

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

Misconceptions

  • All fats are ‘bad’ for you
  • Foods containing fat are ‘bad’ for you
  • Diet drinks and fruit drinks are ‘good’ for you
  • You should just eat fruit and vegetables because they are good for you
  • All animals eat the same thing

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

Misconceptions

  • Gravity pulls things to the centre of the Earth’s surface

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)

Misconceptions

  • There is no relationship between gravity and weight
  • All metals are magnetic

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

Misconceptions

  • The bigger the magnet the stronger it is

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)

Misconceptions

  • Objects will move in the same way regardless of the surface they are on

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

Misconceptions

  • Objects will move in the same way regardless of the surface they are on

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

Misconceptions

  • Rock-like, man-made substances such as concrete or brick are rocks
  • Materials which have been polished or shaped for use, such as granite worktop are no longer rocks because they are not ‘natural’

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

Misconceptions

  • Certain artefacts like old bits of pottery are fossils
  • A fossil is an actual piece of the extinct animal or plant

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

Misconceptions

  • Rocks are all hard in nature

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

Misconceptions

  • Soil and compost is the same thing
  • All soil is the same

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

Misconceptions

  • The moon and reflective surfaces are light sources

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

Misconceptions

  • We can still see when there is an absence of any light

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

Misconceptions

  • A transparent object is a light source

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

Misconceptions

  • Shadows contain details of objects like facial features
  • Shadows result from objects giving off darkness

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

Misconceptions

  • The sun moves around the Earth
  • The closer you are to the object the bigger the shadow is
  • We can look at the sun because it’s far away

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

Misconceptions

  • Plants eat food
  • Food comes from the soil via the roots
  • Roots suck in water which is then sucked up the stem

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

Misconceptions

  • Plants only need sunlight to keep warm

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

Misconceptions

  • All plants need the same amount of water, sunlight and air
  • Roots suck in water which is then sucked up the stem

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

Misconceptions

  • Roots suck in water which is then sucked up the stem
  • Plants eat food

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

Misconceptions

  • Flowers are merely decorative rather than a vital part of the life cycle in reproduction

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

Your Brilliant Bones book cover

Animals including humans

Autumn 2

Forces and Magnets book cover

Forces and magnets

Spring 1

Rocks and Soil book cover

Rocks

Spring 2

Light book cover

Light

Summer 1

Plants book cover

Plants

Summer 2

Environmental science

Littering

Year 4

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

Misconceptions

  • Sound is only heard by a listener
  • Sound only travels in one direction from the source

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

Misconceptions

  • High sounds are loud and low sounds are quiet
  • Sound only travels in one direction from the source

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

Misconceptions

  • High sounds are loud and low sounds are quiet

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

Misconceptions

  • Sound can’t travel through solids and liquids

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

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

Misconceptions

  • Electricity flows to bulbs not through them
  • Electricity flows out of both ends of a battery
  • Electricity works by coming out of one end of a battery and into a component
  • Larger sized batteries make bulbs brighter
  • A complete circuit uses up electricity
  • Components in a circuit that are closer to the battery get more electricity

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

Misconceptions

  • Electricity flows to bulbs not through them
  • Electricity flows out of both ends of a battery
  • Electricity works by coming out of one end of a battery and into a component
  • Larger sized batteries make bulbs brighter
  • A complete circuit uses up electricity
  • Components in a circuit that are closer to the battery get more electricity

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

Misconceptions

  • Electricity flows out of both ends of a battery
  • Electricity works by coming out of one end of a battery and into a component
  • A complete circuit uses up electricity

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

Misconceptions

  • Electricity flows to bulbs not through them
  • Electricity flows out of both ends of a battery
  • Electricity works by coming out of one end of a battery and into a component
  • Larger sized batteries make bulbs brighter
  • A complete circuit uses up electricity
  • Components in a circuit that are closer to the battery get more electricity

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

Misconceptions

  • Electricity flows to bulbs not through them
  • Electricity flows out of both ends of a battery
  • Electricity works by coming out of one end of a battery and into a component
  • Larger sized batteries make bulbs brighter
  • A complete circuit uses up electricity
  • Components in a circuit that are closer to the battery get more electricity

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

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

Misconceptions

  • When you have a meal, your food goes down one tube and your drink goes down another
  • Food is digested only by the stomach
  • Your stomach is where your belly button is

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

Misconceptions

  • The food you eat and the liquid you drink all becomes bodily waste

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

Misconceptions

  • Arrows in food chains mean eats
  • The death of one part a food chain has no or limited consequences on the rest of a food chain
  • There is always plenty of food for wild animals

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

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

Misconceptions

  • Solid is another word for hard or opaque
  • Solids are hard and cannot break or change shape easily
  • Solids are often in one piece
  • Substances made of very small particles (sugar and sand) cannot be solid
  • Particles in liquids are further apart than in solids and they take up more space

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

Misconceptions

  • All liquids boil at the same temperature
  • Melting, as a change of state, is the same as dissolving
  • Watrer in different forms (steam, water, ice) are different substances

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

Misconceptions

  • Evaportating or boiling water makes it vanish
  • Evaporating is the sun sucking up water
  • Evaporating is when water is absorbed into a surface
  • The changing states of water (in water cycle) are irreversible
  • Clouds are made of water vapour or steam
  • Steam is visible water vapour (only condensing water droplets can be seen)
  • The substance on windows etc is condensation rather than water

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

Misconceptions

  • Evaportating or boiling water makes it vanish
  • Evaporating is the sun sucking up water
  • Evaporating is when water is absorbed into a surface
  • The changing states of water (in water cycle) are irreversible
  • Clouds are made of water vapour or steam
  • Steam is visible water vapour (only condensing water droplets can be seen)
  • The substance on windows etc is condensation rather than water

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

Misconceptions

  • Evaportating or boiling water makes it vanish
  • Evaporating is the sun sucking up water
  • Evaporating is when water is absorbed into a surface

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

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

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 book cover

Sound

Autumn 2

Electricity book cover

Electricity

Spring 1

Your Growling Guts book cover

Animals including humans

Spring 2

States of Matter book cover

States of matter

Summer 1

Living things and habitats

Summer 2

Sciene vs Animal Extinction book cover

Environmental science

Science versus animal extinction

Year 5

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

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

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

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

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

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

Materials book cover

Properties of materials

Autumn 2

Forces and Movements book cover

Forces

Spring 1

Life Cycles book cover

Living things

Spring 2

life-cycles-and-reproduction_200

Animals including humans

Summer 1

Solar System book cover

Space

Summer 2

Humans and the Hydrosphere book cover

Environmental science

Water use and conservation

Year 6

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

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

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

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

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

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 and Colour book cover

Light

Autumn 2

Your Thumping Heart book cover

Animals including humans

Spring 1

Living things and habitats

Spring 2

What is Evolution? book cover

Evolution

Summer 1

Essential Physical Science Electricity book cover

Electricity

Summer 2

Endangered Energy book cover

Environmental science

Energy and fossil fuels