Primary Curriculum - Geography (5 - 11 years / Grades 1 - 6)

Primary Curriculum - Geography (National Curriculum UK)

Key Stage 1 - (Grades 1 - 2 )

Knowledge, skills and understanding

Geographical enquiry and skills

1. In undertaking geographical enquiry, pupils should be taught to:
a. ask geographical questions [for example, 'What is it like to live in this place?']
b. observe and record [for example, identify buildings in the street and complete a chart]
c. express their own views about people, places and environments [for example, about litter in the school]
d. communicate in different ways [for example, in pictures, speech, writing].

2. In developing geographical skills, pupils should be taught to:
a. use geographical vocabulary [for example, hill, river, motorway, near, far, north, south]
b. use fieldwork skills [for example, recording information on a school plan or local area map]
c. use globes, maps and plans at a range of scales [for example, following a route on a map]
d. use secondary sources of information [for example, CD-ROMs, pictures, photographs, stories, information texts, videos, artefacts]
e. make maps and plans [for example, a pictorial map of a place in a story].

Knowledge and understanding of places

3. Pupils should be taught to:
a. identify and describe what places are like [for example, in terms of landscape, jobs, weather]
b. identify and describe where places are [for example, position on a map, whether they are on a river]
c. recognise how places have become the way they are and how they are changing [for example, the quality of the environment in a street]
d. recognise how places compare with other places [for example, compare the local area with places elsewhere in the United Kingdom]
e. recognise how places are linked to other places in the world [for example, food from other countries].

Knowledge and understanding of patterns and processes

4. Pupils should be taught to:
a. make observations about where things are located [for example, a pedestrian crossing near school gates] and about other features in the environment [for example, seasonal changes in weather]
b. recognise changes in physical and human features [for example, heavy rain flooding fields].

Knowledge and understanding of environmental change and sustainable development

5. Pupils should be taught to:
a. recognise changes in the environment [for example, traffic pollution in a street]
b. proved and sustained [for example, by restricting the number of cars].

Breadth of study

6. During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two localities:
a. the locality of the school
b. a locality either in the United Kingdom or overseas that has physical and/or human features that contrast with those in the locality of the school.

7. In their study of localities, pupils should:
a. study at a local scale
b. carry out fieldwork investigations outside the classroom.

Explanatory notes and cross-curriculum references

Note for 1b - Cross reference to mathematics

Ma2 Number: Processing, representing and interpreting data
5. Pupils should be taught to:
a. solve a relevant problem by using simple lists, tables and charts to sort, classify and organise information

Note for 1d - Cross reference to English

En1 Speaking and listening: Speaking
1. To speak clearly, fluently and confidently to different people, pupils should be taught to:
b. choose words with precision
d. focus on the main point(s)
e. include relevant detail
f. take into account the needs of their listeners

En3 Writing: Composition
1. Pupils should be taught to:
a. use adventurous and wide-ranging vocabulary
c. put their ideas into sentences
d. use a clear structure to organise their writing
e. vary their writing to suit the purpose and reader
f. use the texts they read as models for their own writing

Note for 1d - Cross reference to mathematics

Ma2 Number: Using and applying number
1. Pupils should be taught to:
Communicating
e. use the correct language, symbols and vocabulary associated with number and data
f. communicate in spoken, pictorial and written form, at first using informal language and recording, then mathematical language and symbols
Reasoning
g. present results in an organised way

Note for 2

Geographical skills are developed in the context of geographical enquiry.

Note for 2b

Fieldwork skills are developed during fieldwork investigations outside the classroom.

Note for 2c - ICT opportunity

Pupils could use a programmable toy to develop instructions for following a route.

Note for 2c, 2e - Cross reference to mathematics

Ma3 Shape, space and measures: Understanding properties of position and movement
3. Pupils should be taught to:
a. observe, visualise and describe positions, directions and movements using common words
b. recognise movements in a straight line (translations) and rotations, and combine them in simple ways [for example, give instructions to get to the headteacher's office or for rotating a programmable toy]

Note for 2d - Cross reference to English

En2 Reading: Reading for information
2. Pupils should be taught to:
a. use the organisational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information
b. understand that texts about the same topic may contain different information or present similar information in different ways
c. use reference materials for different purposes

Cross reference to ICT

Finding things out
1. Pupils should be taught how to:
a. gather information from a variety of sources [for example, people, books, databases, CD-ROMs, videos and TV]

Note for 3b

This begins to develop pupils' framework of locational knowledge.

Note for 3e

This provides a basis for pupils' understanding of global citizenship in later key stages.

Note for 4

'Pattern' refers to the way in which physical and human features occur or are arranged [for example, weather changes, street layout]. 'Process' refers to a series of events that cause changes in a place or environment [for example, flooding, increasing traffic].

Note for 4a - ICT opportunity

Pupils could use a digital camera to record places, people and events observed outside the classroom.

Geography: 
Key Stage 2 (Grades 3 -6)

Teaching should ensure that 'geographical enquiry and skills' are used when developing 'knowledge and understanding of places, patterns and processes', and 'environmental change and sustainable development'.

During Key Stage 2 pupils investigate a variety of people, places and environments at different scales in the United Kingdom and abroad, and start to make links between different places in the world. They find out how people affect the environment and how they are affected by it. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions, and use geographical skills and resources such as maps, atlases, aerial photographs and ICT.

Knowledge, skills and understanding

Geographical enquiry and skills

1. In undertaking geographical enquiry, pupils should be taught to:
a. ask geographical questions [for example, 'What is this landscape like?', 'What do I think about it?']
b. collect and record evidence [for example, by carrying out a survey of shop functions and showing them on a graph]
c. analyse evidence and draw conclusions [for example, by comparing population data for two localities]
d. identify and explain different views that people, including themselves, hold about topical geographical issues [for example, views about plans to build an hotel in an overseas locality]
e. communicate in ways appropriate to the task and audience [for example, by writing to a newspaper about a local issue, using email to exchange information about the locality with another school].

2. In developing geographical skills, pupils should be taught:
a. to use appropriate geographical vocabulary [for example, temperature, transport, industry]
b. to use appropriate fieldwork techniques [for example, labelled field sketches] and instruments [for example, a rain gauge, a camera]
c. to use atlases and globes, and maps and plans at a range of scales [for example, using contents, keys, grids]
d. to use secondary sources of information, including aerial photographs [for example, stories, information texts, the internet, satellite images, photographs, videos]
e. to draw plans and maps at a range of scales [for example, a sketch map of a locality]
f. to use ICT to help in geographical investigations [for example, creating a data file to analyse fieldwork data]
g. decision-making skills [for example, deciding what measures are needed to improve safety in a local street].

Knowledge and understanding of places

3. Pupils should be taught:
a. to identify and describe what places are like [for example, in terms of weather, jobs]
b. the location of places and environments they study and other significant places and environments [for example, places and environments in the news]
c. to describe where places are [for example, in which region/country the places are, whether they are near rivers or hills, what the nearest towns or cities are]
d. to explain why places are like they are [for example, in terms of weather conditions, local resources, historical development]
e. to identify how and why places change [for example, through the closure of shops or building of new houses, through conservation projects] and how they may change in the future [for example, through an increase in traffic or an influx of tourists]
f. to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world [for example, comparing a village with a part of a city in the same country]
g. to recognise how places fit within a wider geographical context [for example, as part of a bigger region or country] and are interdependent [for example, through the supply of goods, movements of people].

Knowledge and understanding of patterns and processes

4. Pupils should be taught to:
a. recognise and explain patterns made by individual physical and human features in the environment [for example, where frost forms in the playground, the distribution of hotels along a seafront]
b. recognise some physical and human processes [for example, river erosion, a factory closure] and explain how these can cause changes in places and environments.

Knowledge and understanding of environmental change and sustainable development

5. Pupils should be taught to:
a. recognise how people can improve the environment [for example, by reclaiming derelict land] or damage it [for example, by polluting a river], and how decisions about places and environments affect the future quality of people's lives
b. recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement [for example, taking part in a local conservation project].

Breadth of study

6. During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two localities and three themes:

Localities

a. a locality in the United Kingdom
b. a locality in a country that is less economically developed

Themes

c. water and its effects on landscapes and people, including the physical features of rivers [for example, flood plain] or coasts [for example, beach], and the processes of erosion and deposition that affect them
d. how settlements differ and change, including why they differ in size and character [for example, commuter village, seaside town], and an issue arising from changes in land use [for example, the building of new housing or a leisure complex]
e. an environmental issue, caused by change in an environment [for example, increasing traffic congestion, hedgerow loss, drought], and attempts to manage the environment sustainably [for example, by improving public transport, creating a new nature reserve, reducing water use].

7. In their study of localities and themes, pupils should:
a. study at a range of scales - local, regional and national
b. study a range of places and environments in different parts of the world, including the United Kingdom and the European Union
c. carry out fieldwork investigations outside the classroom.

Explanatory notes and cross-curriculum references

Note for 1b - Cross reference to mathematics

Ma4 Handling data: Using and applying handling data
1. Pupils should be taught to:
Problem solving
a. select and use handling data skills when solving problems in other areas of the curriculum, in particular science
b. approach problems flexibly, including trying alternative approaches to overcome any difficulties
c. identify the data necessary to solve a given problem

Processing, representing and interpreting data
2. Pupils should be taught to:
b. interpret tables, lists and charts used in everyday life; construct and interpret frequency tables, including tables for grouped discrete data
c. represent and interpret discrete data using graphs and diagrams, including pictograms, bar charts and line graphs, then interpret a wider range of graphs and diagrams, using ICT where appropriate

Note for 1c - Cross reference to mathematics

Ma4 Handling data: Processing, representing and interpreting data
2. Pupils should be taught to:
b. interpret tables, lists and charts used in everyday life; construct and interpret frequency tables, including tables for grouped discrete data
c. represent and interpret discrete data using graphs and diagrams, including pictograms, bar charts and line graphs, then interpret a wider range of graphs and diagrams, using ICT where appropriate
f. draw conclusions from statistics and graphs and recognise when information is presented in a misleading way; explore doubt and certainty and develop an understanding of probability through classroom situations; discuss events using a vocabulary that includes the words 'equally likely', 'fair', 'unfair', 'certain'.

Note for 1e - Cross reference to English

En1 Speaking and listening: Speaking
1. To speak with confidence in a range of contexts, adapting their speech for a range of purposes and audiences, pupils should be taught to:
a. use vocabulary and syntax that enables them to communicate more complex meanings
b. gain and maintain the interest and response of different audiences [for example, by exaggeration, humour, varying pace and using persuasive language to achieve particular effects]
c. choose material that is relevant to the topic and to the listeners
d. show clear shape and organisation with an introduction and an ending

En3 Writing: Composition
1. Pupils should be taught to:
a. choose form and content to suit a particular purpose [for example, notes to read or organise thinking, plans for action, poetry for pleasure]
b. broaden their vocabulary and use it in inventive ways
c. use language and style that are appropriate to the reader
d. use and adapt the features of a form of writing, drawing on their reading
e. use features of layout, presentation and organisation effectively

Note for 1e - Cross reference to ICT

Exchanging and sharing information
3. Pupils should be taught:
a. how to share and exchange information in a variety of forms, including email [for example, displays, posters, animations, musical compositions]
b. to be sensitive to the needs of the audience and think carefully about the content and quality when communicating information [for example, work for presentation to other pupils, writing for parents, publishing on the internet]

Note for 2

Geographical skills are developed in the context of geographical enquiry.

Note for 2b

Fieldwork techniques are developed during fieldwork investigations outside the classroom.

Note for 2c, 2e - Cross reference to mathematics

Ma3 Shape, space and measures: Understanding properties of shape
2. Pupils should be taught to:
c. make and draw with increasing accuracy 2D and 3D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems
d. visualise 3D shapes from 2D drawings

Ma3 Shape, space and measures: Understanding properties of position and movement
3. Pupils should be taught to:
c. identify and draw 2D shapes in different orientations on grids; locate and draw shapes using coordinates in the first quadrant, then in all four quadrants [for example, use coordinates to locate position in a computer game]

Ma3 Shape, space and measures: Understanding measures
4. Pupils should be taught to:
b. recognise that measurement is approximate; choose and use suitable measuring instruments for a task; interpret numbers and read scales with increasing accuracy; record measurements using decimal notation

Note for 2d - Cross reference to English

En2 Reading: Reading for information
3. Pupils should be taught to:
a. scan texts to find information
b. skim for gist and overall impression
c. obtain specific information through detailed reading
d. draw on different features of texts, including print, sound and image, to obtain meaning
e. use organisational features and systems to find texts and information
f. distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]
g. consider an argument critically

En2 Reading: Non-fiction and non-literary texts
5. To develop understanding and appreciation of non-fiction and non-literary texts, pupils should be taught to:
a. identify the use and effect of specialist vocabulary
b. identify words associated with reason, persuasion, argument, explanation, instruction and description
g. engage with challenging and demanding subject matter

ICT opportunity

Pupils could use a database to sort, question and present information about different countries.

Note for 3b

This develops pupils' framework of locational knowledge. Places they study could include those studied in other subjects [for example, Greece in history].

Note for 3d, 3f - ICT opportunity

Pupils could use the internet to access comparative weather information about different locations.

Note for 3g

This provides a basis for pupils' understanding of global citizenship in Key Stage 3.

Note for 4

'Pattern' refers to the way in which physical and human features occur or are arranged [for example, variations in rainfall across the United Kingdom, layout of hedgerows in a landscape]. 'Process' refers to a series of events that cause changes in a place or environment [for example, river flow eroding the banks of a river, closure of local shops].

Primary Curriculum - Science (5 - 11 years / Grades 1 - 6)

Cambridge Primary Curriculum - Science

Stage 1

Scientific enquiry

Ideas and evidence

• Try to answer questions by collecting evidence through observation.

Plan investigative work

• Ask questions and contribute to discussions about how to seek answers.

• Make predictions.

• Decide what to do to try to answer a science question.

Obtain and present evidence

• Explore and observe in order to collect evidence (measurements and observations) to answer questions.

• Suggest ideas and follow instructions.

• Record stages in work.

Consider evidence and approach

• Make comparisons.

• Compare what happened with predictions.

• Model and communicate ideas in order to share, explain and develop them.

Biology

Plants

• Know that plants are living things.

• Know that there are living things and things that have never been alive.

• Explore ways that different animals and plants inhabit local environments.

• Name the major parts of a plant, looking at real plants and models.

• Know that plants need light and water to grow.

• Explore how seeds grow into flowering plants.

Humans and animals

• Recognise the similarities and differences between each other.

• Recognise and name the main external parts of the body.

• Know about the need for a healthy diet, including the right types of food and water.

• Explore how senses enable humans and animals to be aware of the world around them.

• Know that humans and animals produce offspring which grow into adults.

Chemistry

Material properties

• Use senses to explore and talk about different materials.

• Identify the characteristics of different materials.

• Recognise and name common materials.

• Sort objects into groups based on the properties of their materials.

Physics

Forces

• Explore, talk about and describe the movement of familiar things.

• Recognise that both pushes and pulls are forces.

• Recognise that when things speed up, slow down or change direction there is a cause.

Sound

• Identify many sources of sound.

• Know that we hear when sound enters our ear.

• Recognise that as sound travels from a source it becomes fainter.

Stage 2

Scientific enquiry

Ideas and evidence

• Collect evidence by making observations when trying to answer a science question.

• Use first hand experience, e.g. observe melting ice.

• Use simple information sources.

Plan investigative work

• Ask questions and suggest ways to answer them.

• Predict what will happen before deciding what to do.

• Recognise that a test or comparison may be unfair.

Obtain and present evidence

• Make suggestions for collecting evidence.

• Talk about risks and how to avoid danger.

• Make and record observations.

• Take simple measurements.

• Use a variety of ways to tell others what happened.

Consider evidence and approach

• Make comparisons.

• Identify simple patterns and associations.

• Talk about predictions (orally and in text), the outcome and why this happened.

• Review and explain what happened.

Biology

Living things in their environment

• Identify similarities and differences between local environments and know about some of the ways in which these affect the animals and plants that are found there.

• Understand ways to care for the environment. Secondary sources can be used.

• Observe and talk about their observation of the weather, recording reports of weather data.

Chemistry

Material properties

• Recognise some types of rocks and the uses of different rocks.

• Know that some materials occur naturally and others are man-made.

Material changes

• Know how the shapes of some materials can be changed by squashing, bending, twisting and/or stretching.

• Explore and describe the way some everyday materials change when they are heated or cooled.

• Recognise that some materials can dissolve in water.

Physics

Light and dark

• Identify different light sources including the sun.

• Know that darkness is the absence of light.

• Be able to identify shadows.

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

• Explore how the sun appears to move during the day and how shadows change.

• Model how the spin of the Earth leads to day and night, e.g. with different sized balls and a torch

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.

• Know that plants need healthy roots, leaves and stems to grow well.

• Know that plant growth is affected by temperature.

Humans and animals

• Know life processes common to humans and animals include nutrition (water and food), movement, growth and reproduction.

• Describe differences between living and non-living things using knowledge of life processes.

• Explore and research exercise and the adequate, varied diet needed to keep healthy.

• Know that some foods can be damaging to health, e.g. very sweet  and fatty foods.

• Explore human senses and the ways we use them to learn about our world.

• Sort living things into groups, using simple features and describe rationale for groupings.

Chemistry

Material properties

• Know that every material has specific properties, e.g. hard, soft, shiny.

• Sort materials according to their properties.

• Explore how some materials are magnetic but many are not.

• Discuss why materials are chosen for specific purposes on the basis of their 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.