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Upper key stage 2

Working scientifically

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

 

  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables when necessary.
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Using test results to make predictions to set up further comparative and fair tests.
  • Reporting and presenting findings, including conclusions, casual relationships and explanations of a degree of trust in results, in oral and written forms such as displays and other presentations.
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.

 

 

Year 5

The following objectives are taught in each topic:

Living things and their habitats
  • Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
  • Describe the life process of reproduction in some plants and animals.
Animals, including humans
  • Describe the changes as humans develop to old age.
Earth and space
  • 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.
  • Describe the sun, Earth and moon as approximately spherical bodies.
  • Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Forces
  • Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
  • Identify the effects of some air resistance, water resistance and friction, that act between moving surfaces.
  • Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.
Properties and changes of materials
  • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
  • Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
  • Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
  • Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, woods and plastics.
  • Demonstrate that dissolving, mixing and changes of state are reversible changes.
  • Explain that some changes result in the formation of new materials, and that this kind of change is not reversible, including changes associated with burning and the action of acid on bicarbonate soda.

 

 

Year 6

The following objectives are taught in each topic:

Living things and their habitats
  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.
Animals, including humans
  • Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
  • Describe the ways in which nutrients and water are transported within animals, including humans.
Evolution and inheritance
  • Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
  • Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
  • Recognise how and why the human skeleton has changed over time, since we separated from the primates.
Light
  • Recognise that light appears to travel in straight lines.
  • 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.
  • Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then into our eyes.
  • Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Electricity
  • Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
  • 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.
  • use recognised symbols when representing a simple circuit in a diagram.

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