Stage 1
Ideas and evidence
Plan investigative work
•
Ask questions and contribute to discussions about how to seek answers.
Obtain and present evidence
•
Explore and observe in order to collect evidence (measurements and observations)
to answer questions.
Consider evidence and approach
Biology
Humans and animals
•
Recognise the similarities and differences between each other.
•
Recognise and name the main external parts of the body.
Chemistry
Physics
Stage 2
Scientific enquiry
Ideas and evidence
Plan investigative work
Obtain and present evidence
Consider evidence and approach
Biology
Living things in their environment
Chemistry
Material properties
Material changes
Physics
Light and dark
Electricity
•
Recognise the components of simple circuits involving cells (batteries).
•
Know how a switch can be used to break a circuit.
The Earth and beyond
Stage 3
Scientific enquiry
Ideas and evidence
•
Collect evidence in a variety of contexts to answer questions or test ideas.
Plan investigative work
•
Suggest ideas, make predictions and communicate these.
•
With help, think about collecting evidence and planning fair tests.
Obtain and present evidence
•
Observe and compare objects, living things and events.
•
Measure using simple equipment and record observations in a variety of ways.
•
Present results in drawings, bar charts and tables.
Consider evidence and approach
•
Draw conclusions from results and begin to use scientific knowledge to suggest
explanations.
•
Make generalisations and begin to identify simple patterns in results.
Biology
Plants
•
Know that plants have roots, leaves, stems and flowers.
•
Explain observations that plants need water and light to grow.
•
Know that water is taken in through the roots and transported through the stem.
Humans and animals
Chemistry
Material properties
Physics
Forces and motion
•
Know that pushes and pulls are examples of forces and that they can be measured
with force meters.
•
Explore how forces can make objects start or stop moving.
•
Explore how forces can change the shape of objects.
•
Explore how forces, including friction, can make objects move faster or slower
or change direction.
Stage 4
Scientific enquiry
Ideas and evidence
•
Collect evidence in a variety of contexts.
•
Test an idea or prediction based on scientific knowledge and understanding.
Plan investigative work
•
Suggest questions that can be tested and make predictions; communicate these.
•
Design a fair test and plan how to collect sufficient evidence.
•
Choose apparatus and decide what to measure.
Obtain and present evidence
•
Make relevant observations and comparisons in a variety of contexts.
•
Measure temperature, time, force and length.
•
Begin to think about the need for repeated measurements of, for example,
length.
•
Present results in drawings, bar charts and tables.
Consider evidence and approach
•
Identify simple trends and patterns in results and suggest explanations for
some of these.
•
Explain what the evidence shows and whether it supports predictions.
Communicate this clearly to others.
•
Link evidence to scientific knowledge and understanding in some contexts.
Biology
Humans and animals
•
Know that humans (and some animals) have bony skeletons inside their bodies.
•
Know how skeletons grow as humans grow, support and protect the body.
•
Know that animals with skeletons have muscles attached to the bones.
•
Know how a muscle has to contract (shorten) to make a bone move and muscles act
in pairs.
• Explain the
role of drugs as medicines.
Living things in their environment
•
Investigate how different animals are found in different habitats and are
suited to the environment in which they are found.
•
Use simple identification keys.
•
Recognise ways that human activity affects the environment e.g. river
pollution, recycling waste.
Chemistry
States of matter
•
Know that matter can be solid, liquid or gas.
•
Investigate how materials change when they are heated and cooled.
•
Know that melting is when a solid turns into a liquid and is the reverse of
freezing.
•
Observe how water turns into steam when it is heated but on cooling the steam
turns back into water.
Physics
Sound
•
Explore how sounds are made when objects, materials or air vibrate and learn to
measure the volume of sound in decibels with a sound level meter.
•
Investigate how sound travels through different materials to the ear.
•
Investigate how some materials are effective in preventing sound from
travelling through them.
•
Investigate the way pitch describes
how high or low a sound is and that high and low sounds can be loud or soft.
Secondary sources can be used.
•
Explore how pitch can be changed in musical instruments in a range
Electricity and magnetism
•
Construct complete circuits using switch, cell (battery), wire and lamps.
•
Explore how an electrical device will not work if there is a break in the circuit.
•
Know that electrical current flows and that models can describe this flow, e.g.
particles travelling around a circuit.
•
Explore the forces between magnets and know that magnets can attract or repel
each other.
• Know that
magnets attract some metals but not others.
Stage 5
Scientific enquiry
Ideas and evidence
•
Know that scientists have combined evidence with creative thinking to suggest
new ideas and explanations for phenomena.
•
Use observation and measurement to test predictions and make links.
Plan investigative work
•
Make predictions of what will happen based on scientific knowledge and
understanding, and suggest and communicate how to test these.
•
Use knowledge and understanding to plan how to carry out a fair test.
•
Collect sufficient evidence to test an idea.
•
Identify factors that need to be taken into account in different contexts.
Obtain and present evidence
•
Make relevant observations.
•
Measure volume, temperature, time, length and force.
•
Discuss the need for repeated observations and measurements.
•
Present results in bar charts and line graphs.
Consider evidence and approach
•
Decide whether results support predictions.
•
Begin to evaluate repeated results.
•
Recognise and make predictions from patterns in data and suggest explanations
using scientific knowledge and understanding.
•
Interpret data and think about whether it is sufficient to draw conclusions.
Biology
Plants
•
Know that plants need energy from light for growth.
•
Know that plants reproduce.
•
Observe how seeds can be dispersed in a variety of ways.
•
Investigate how seeds need water and warmth for germination, but not light.
•
Know that insects pollinate some flowers.
•
Observe that plants produce flowers which have male and female organs; seeds
are formed when pollen from the male organ fertilizes the ovum (female).
•
Recognise that flowering plants have a life cycle including pollination, fertilisation,
seed production, seed dispersal and germination.
Chemistry
States of matter
•
Know that evaporation occurs when a liquid turns into a gas.
•
Know that condensation occurs when a gas turns into a liquid and that it is the
reverse of evaporation.
•
Know that air contains water vapour and when this meets a cold surface it may
condense.
•
Know that the boiling point of water is 100°C and the melting point of ice is
0°C.
•
Know that when a liquid evaporates from a solution the solid is left behind.
Physics
Light
•
Observe that shadows are formed when light travelling from a source is blocked.
•
Investigate how the size of a shadow is affected by the position of the object.
•
Observe that shadows change in length and position throughout the day.
•
Know that light intensity can be measured.
•
Explore how opaque materials do not let light through and transparent materials
let a lot of light through.
•
Know that we see light sources because light from the source enters our eyes.
•
Know that beams/rays of light can be reflected by surfaces including mirrors,
and when reflected light enters our eyes we see the object.
•
Explore why a beam of light changes direction when it is reflected from a
surface.
The Earth and beyond
•
Explore, through modeling, that the sun does not move; its apparent movement is
caused by the Earth spinning on its axis.
•
Know that the Earth spins on its axis once in every 24 hours.
•
Know that the Earth takes a year to orbit the sun, spinning as it goes.
•
Research the lives and discoveries of scientists who explored the solar system
and stars.
Stage 6
Scientific enquiry
Ideas and evidence
•
Consider how scientists have combined evidence from observation and measurement
with creative thinking to suggest new ideas and explanations for phenomena.
•
Collect evidence and data to test ideas including predictions.
Plan investigative work
•
Discuss how to turn ideas into a form that can be tested.
•
Make predictions using scientific knowledge and understanding.
•
Choose what evidence to collect to investigate a question, ensuring that the
evidence is sufficient.
•
Identify factors that are relevant to a particular situation.
•
Choose which equipment to use.
Obtain and present evidence
•
Make a variety of relevant observations and measurements using simple apparatus
correctly.
•
Decide when observations and measurements need to be checked by repeating to
give more reliable data.
•
Use tables, bar charts and line graphs to present results.
Consider evidence and approach
•
Make comparisons.
•
Evaluate repeated results.
•
Identify patterns in results and results that do not appear to fit the pattern.
•
Use results to draw conclusions and to make further predictions.
•
Suggest and evaluate explanations for predictions using scientific knowledge
and understanding and communicate these clearly to others.
• Say if and
how evidence supports any prediction made.
Biology
Humans and animals
•
Use scientific names for some major organs of body systems.
•
Identify the position of major organs in the body.
•
Describe the main functions of the major organs of the body.
•
Explain how the functions of the major organs are essential.
Living things in their environment
•
Explore how humans have positive and negative effects on the environment, e.g.
loss of species, protection of habitats.
•
Explore a number of ways of caring for the environment, e.g. recycling,
reducing waste, reducing energy consumption, not littering, encouraging others
to care for the environment.
•
Know how food chains can be used to represent feeding relationships in a
habitat and present these in text and diagrams.
•
Know that food chains begin with a plant (the producer), which uses energy from
the sun.
•
Understand the terms producer,
consumer,
predator and
prey.
•
Explore and construct food chains in a particular habitat.
Chemistry
Material changes
•
Distinguish between reversible and irreversible changes.
•
Explore how solids can be mixed and how it is often possible to separate them
again.
•
Observe, describe, record and begin to explain changes that occur when some
solids are added to water.
•
Explore how, when solids do not dissolve or react with water, they can be
separated by filtering, which is similar to sieving.
•
Explore how some solids dissolve in water to form solutions and, although the
solid cannot be seen, the substance is still present.
Physics
Forces and motion
•
Distinguish between mass measured in kilograms (kg) and weight measured in
Newtons, noting that kilograms are used in everyday life.
•
Recognise and use units of force, mass and weight and identify the direction in
which forces act.
•
Understand the notion of energy in movement.
•
Recognise friction (including air resistance) as a force which can affect the
speed at which objects move and which sometimes stops things moving.
Electricity and magnetism
•
Investigate how some materials are better conductors of electricity than
others.
•
Investigate how some metals are good conductors of electricity while most other
materials are not.
•
Know why metals are used for cables and wires and why plastics are used to
cover wires and as covers for plugs and switches.
•
Predict and test the effects of making changes to circuits, including length or
thickness of wire and the number and type of components.
• Represent
series circuits with drawings and conventional symbols.
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