Home Page

Lower key stage 2

Working scientifically

The following objectives are taught throughout our topics, whenever possible:

 

  • Ask relevant questions and using different types of scientific enquiries to answer them.
  • Setting up simple practical investigations, comparative fair tests.
  • Making systematic and careful observations and where appropriate taking accurate measurements using standard units using a range of equipment including thermometers and data loggers.
  • Gathering  recording, classifying and presenting data in a variety of ways to help in answering questions.
  • Recording findings using simple scientific language, drawing, labelled diagrams, keys, bar charts and tables.
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
  • Identifying differences, similarities or changes related to simple scientific ideas and processes.
  • Using straight forward scientific evidence to answer questions to support their findings.

 

 

Year 3

The following objectives are taught in each topic:

Plants
  • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
  • Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow).
  • Investigate the way in which water is transported within plants.
  • Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Animals, including humans
  • Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat.
  • Identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Rocks
  • Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.
  • Describe in simple terms how fossils are formed when things that have lived are trapped within rock.
  • Recognise that soils are made from rocks and organic matter.
Light
  • Recognise that they need light in order to see things and that darkness is the absence of light.
  • Notice that light is reflected from surfaces.
  • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes.
  • Recognise that shadows are formed when the light from a light source is blocked by a solid object.
  • Find patterns in the way that the size of shadows change.
Forces and magnets
  • Compare how things moves on different surfaces.
  • Notice that some forces need contact between 2 objects, but magnetic forces can attract at a distance.
  • Observe how magnets attract or repel each other and attract some materials and not others.
  • Compare and group together a variety of everyday materials on the basis of whether they attract to a magnet, and identify some magnetic materials.
  • Describe magnets as having 2 poles.
  • Predict whether two magnets will attract or repel each other, depending on which poles are facing.

 

 

Year 4

The following objectives are taught in each topic:

Living things and their habitats
  • Recognise that living things can be grouped in a variety of ways.
  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
  • Recognise that environments can change and that this can sometimes pose dangers to living things.
Animals, including humans
  • Describe the simple functions of the basic parts of the digestive system in humans.
  • Identify different types of teeth in humans and their simple functions.
  • Construct and interpret a variety of food chains, identifying producers, predators and prey.
States of matter
  • Compare and group materials together, according to whether they are solids, liquids or gases.
  • Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius.
  • Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Sound
  • Identify how sounds are made, associating some of them with something vibrating.
  • Recognise that vibrations from sound travel through a medium to the ear.
  • Find patterns between the pitch of a sound and features of the object that produced it.
  • Recognise that sounds get fainter as the distance from the sound source increases.
Electricity
  • Identify common appliances that run on electricity.
  • Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
  • Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.
  • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
  • Recognise some common conductors and insulators, and associate metals with being good conductors.

Top