1. SCIENCE 2015-16 Project Overviews for each Year Group and Longitudinal Studies

2. Purpose of Study To provide a foundation for understanding the world through disciplines of Biology, Chemistry and Physics To develop an understanding of how science has changed our lives To enable children to understand how science is vital to the world’s prosperity To teach essential aspects of knowledge, methods, processes and uses of science To recognise the power of a rational explanation To encourage a sense of excitement and curiosity about natural phenomena To grow scientists who can understand how science can be used to explain what is occurring, predict how things will behave and analyse the causes. Aims of Study To ensure that all pupils develop specific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics To ensure that all children develop an understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them To ensure that all pupils are equipped with the scientific knowledge required to understand the uses and implications of science today and for the future Develop a secure understanding of scientific knowledge and conceptual understanding Pupils must develop a secure understanding of each block of knowledge and concepts in order to and before progressing to the next stage Insecure or superficial understanding will not enable progress, will cause problems in transition, build up serious misconceptions and not allow the understanding of later higher order concepts Pupils must describe associated processes and key characteristics in a common language They must apply accurate technical language and specialist vocabulary They should apply mathematics in understanding science They should use mathematics in data collection, presentation and analysis All areas of the curriculum should support the social and economic importance of science The nature, processes and methods of science Working scientifically should be a part of all science learning and enquiry It should be embedded into biology, chemistry and physics focussing on the key features of scientific enquiry so that pupils learn to use a variety of approaches to answer relevant questions Scientific enquiry must include the following: Observing over time Pattern seeking Identifying, classifying and grouping Comparative and fair testing (controlled investigations) Researching using secondary sources Seeking answers to questions through collecting, analysing and presenting data Carrying out a discussion on experimental design and control Spoken Language The quality and variety of language that pupils hear, speak and think are key to the development of scientific language and articulating scientific concepts clearly and precisely Pupils must be assisted in making their thinking clear Teachers must ensure that pupils build secure foundations by discussing and probing Teachers must remedy any misconceptions identified in discussion

3. The Blackfield and Fawley Curriculum Some programmes of study are changed from that of the National Curriculum Year group but are consistent with the Key Stage or Phase The content is reflected through the Integrated Learning Projects within each Year Group The evaluations of each project enable teachers to build on the knowledge, skills and understanding from prior learning in domains Key Stage 1 The principle foci of science teaching in KS1 through working scientifically To enable all pupils to experience and observe phenomenon To look more closely at the natural and humanly constructed world To be curious and ask questions about their observations To develop an understanding of scientific ideas using scientific enquiry to answer their questions To observe changes over a period of time To notice patterns To group and classify To carry out simple comparative tests To find things out using secondary sources To use accurate simple scientific language to talk about and communicate ideas to a range of audiences in different ways To explore through first hand practical experience To apply some secondary sources such as books, photos and videos To read, spell and write scientific vocabulary at a level consistent to their age and stage. Attainment Targets By the end of each Key Stage, pupils will know, apply and understand the matters, skills and processes specified in the relevant programmes of study

4. Key Stage 2 - Lower Phases The principle foci of science teaching in KS2 through working scientifically To enable pupils to broaden their scientific knowledge of the world around them Through talking about and testing and developing ideas about everyday phenomena and relationships between living things and familiar environments Through beginning to develop their ideas about functions, relationships and interactions By asking their own questions about what they observe Making decisions about which types of scientific enquiry are likely to be best in answering their questions Including observations over time Noticing patterns Grouping and classifying Carrying out simple, comparative and fair testing Finding things out using secondary sources Drawing simple conclusions Using scientific language to initially talk about and then write about their findings Reading and spelling scientific vocabulary correctly and with confidence using a growing understanding of spelling and word knowledge. The Blackfield and Fawley Curriculum Some programmes of study are changed from that of the National Curriculum Year group but are consistent with the Key Stage or Phase The content is reflected through the Integrated Learning Projects within each Year Group The evaluations of each project enable teachers to build on the knowledge, skills and understanding from prior learning in domains Attainment Targets By the end of each Key Stage, pupils will know, apply and understand the matters, skills and processes specified in the relevant programmes of study

5. Key Stage 2 - Upper Phases The principle foci of science teaching in KS2 through working scientifically To enable pupils to develop a deeper understanding of a wide range of scientific ideas Exploring and talking about their ideas Asking their own questions about scientific phenomena Analysing functions, relationships and interactions more systematically Encountering more abstract ideas Recognising how these ideas help them to understand and predict how the world operates Recognise that scientific ideas change and develop over time Select the most appropriate way to answer scientific questions using different types of scientific enquiry Including observational changes over a period of time Noticing patterns Grouping and classifying things Carrying out comparative and fair testing Finding things out using a wide range of secondary sources of information Drawing their own conclusions based on their own data and observations Using evidence to justify their ideas Using scientific knowledge and understanding to explain their findings Read, spell, write and pronounce scientific vocabulary correctly The Blackfield and Fawley Curriculum Some programmes of study are changed from that of the National Curriculum Year group but are consistent with the Key Stage or Phase The content is reflected through the Integrated Learning Projects within each Year Group The evaluations of each project enable teachers to build on the knowledge, skills and understanding from prior learning in domains Attainment Targets By the end of each Key Stage, pupils will know, apply and understand the matters, skills and processes specified in the relevant programmes of study

6. LONGITUDINAL SCIENCE OBSERVATIONS IN SCHOOL GROUNDS FOR EACH YEAR GROUP TO ALWAYS HAVE RUNNING Year 3 Observe the different stages of a variety of plants through their life cycles over a period of time eg: Tree Vegetables Flowering plant Year 2 Explore and answer questions about plants and their local environment and habitats Use the local environment throughout the year to observe how different plants grow Grow plants from seed and bulbs and notice their change over time Year 4 Use the local environment throughout the year to raise and answer questions that can help with the following: Identification of flowering plants Identification of trees Identification of animals in their habitat Identify habitat changes throughout the year Year 1 Explore and answer questions about plants and their local environment and habitats Observe the growth of flowers and vegetables Recognise seasonal change in their plants Explore and answer questions about Animals and their local environment and habitats Year 5 Study and raise questions about the local environment throughout the year Observe life cycle changes of a variety of living things Observe changes to plants: flowers, trees and vegetables Observe animal life cycles in the natural environment Year 6 Bring the local environment and habitat into all study Adaptation…look at climbing plants etc in school grounds Look at pond life adaptations Observe changes to plants over time and consider why this is relevant to their lifecycle eg: why do some trees drop leaves and others do not Why are most flowers a summer phenomenon

7. YEAR 1 LONGITUDINAL STUDY-SEASONAL CHANGE – OBSERVE CHANGES ACROSS THE 4 SEASONS AND OBSERVE AND DESCRIBE THE WEATHER ASSOCIATED WITH THE SEASONS AND HOW DAY LENGTH VARIES. CREATE A DISPLAY OF PUPILS’ OWN QUESTIONS, OBSERVATIONS, GRAPHS, TABLES, MEASURES, PHOTOS, PAINTINGS AND CONCLUSIONS Scientific Language and speaking and listening Season, spring, summer autumn winter Cloud, cumulus, stratus etc Water water vapour, evaporation, condensation rain, rainfall, rainwater, soak, spray, splash, heavy, light, down pour, puddle, river, flow, tide, waves, current Sun, sunlight, heat, hot, warmth, rays energy Wind, speed, scale, anemometer Lightening, thunder, fork, rumble Leaf vein, skeleton, deciduous, evergreen, conifer, dormant Minibeast, creature, insect, bird, nocturnal, sleep, home, nest, habitat temperature, hot, hotter, cold, colder, freezing, ice, snow etc Colours Science knowledge and understanding Observe, photograph, paint and talk about the changes in the weather Observe, photograph, paint and talk about the changes in the seasons Make a chart to show the weather Keep a class chart on the weather Keep individual and class tables of information on the weather including temperature and rainfall Make displays about what is happening in the environment around them Look at how this contrasts with Australia and consider why Measure and record all factors like day length and shadows Look at the impact of these changes on the environment Observe the sky and how it changes…when does the sun rise, fall in the sky…does it disappear? Etc Does the sun go to bed…what about the moon? Can we tell that winter is coming? Spring? Were the seasons still there 100+ years ago (look at paintings) Can you create music to show the seasons? Assessment Set up a range of enquiries based on their own questions to solve in groups…use visual observations, measures eg: temp and photos + internet and books Observe the children working scientifically and identify whether they can answer the following: Name the seasons in order What is the weather like here in each season How is the daylight different in winter and summer and why? Explain how you would measure and record the temperature…how much rain there is? How might you find the answer to a question about the seasons 100 years ago? Working Scientifically Ask simple questions and recognise that they could be answered in different ways eg: Can we see the sun in summer and winter? Observe closely using scientific equipment eg: measure rainfall, wind speed, puddle depth,, cloud patterns Perform simple tests eg: use a solar flower to look at sunlight energy, temperature at different times of day, how long water takes to evaporate from the window sill Identifying and classifying: Which clouds are for rain? Types of leaf…deciduous or evergreen Using their observations and ideas to suggest answers to questions eg: In the winter it is colder than the summer and therefore we need to wear more clothes/ In the summer the leaves are mostly green but in the winter some trees drop their leaves because they are dormant / In the autumn, the leaves begin to fall as the n the spring, buds appear on plants before the flowers form Gather and record data to help answer questions eg: Bar graphs of rainfall, cloud pictures and photos, leaf skeletons, colours of the seasons Make weather charts and tables Notes and Guidance: Explore the world around them Raise their own questions Experience different types of scientific enquiry Include practical activity Recognise ways in which they might answer their questions Use simple features to compare objects, materials and living things Decide how to group and sort objects, materials and living things Observe changes over time Notice patterns and relationships Ask other people questions Use secondary sources to find answers Use simple measurements and equipment (hand lens, egg timers etc) to gather data Carry out simple tests Record simple data Talk about what they have found out and how they found it Record and communicate their findings in a range of ways using scientific language

8. Autumn Ehlert, Lois. Red Leaf, Yellow Leaf. Harcourt Brace Jovanovich, 1991. 36 pages. Ages 3 - 5 Fleming, Denise. Time to Sleep Henry Holt, 1997. 32 pages. Ages 2 - 5 Gerber, Carole. Leaf Jumpers. Illustrated by Leslie Evans. Charlesbridge, 2004. 32 pages. Ages 4 - 8 Griffith, Gretchen. When Christmas Feels Like Home Illustrated by Carolina Farias. Albert Whitman, 2013. 32 pages. Ages 5-8 Lowry, Lois. Crow Call Illustrated by Bagram Ibatoulline. Scholastic Press, 2009. 32 pages. Ages 5 - 9 Robbins, Ken. Autumn Leaves Scholastic Press, 1998. 39 pages. Ages 4 - 8 Schaefer, Carole Lexa. Snow Pumpkin Illustrated by Pierr Morgan. Crown, 2000. 32 pages. Ages 4 - 7 Reading and Secondary Sources Seasonal Change Winter Bauer, Marion Dane. The Longest Night. Illustrated by Ted Lewin. Holiday House, 2009. 32 pages. Ages 3 - 8 Fleming, Denise. First Day of Winter. Henry Holt, 2005. 32 pages. Ages 3-7 Messner, Kate. Over and Under the Snow. Illustrated by Christopher Silas Neal. Chronicle, 2011. 40 pages. Ages 3-7 Pfeffer, Wendy. The Shortest Day: Celebrating the Winter Solstice. Illustrated by Jesse Reisch. Dutton, 2003. Ages 7 - 11 Quattlebaum, Mary. Winter Friends. Illustrated by Hiroe Nakata. Doubleday, 2005. 32 pages. Ages 3-6 Stringer, Lauren. Winter is the Warmest Season. Harcourt, 2006. 32 pages. Ages 3-7 Van Laan, Nancy. When Winter Comes. Illustrated by Susan Gaber. Atheneum, 2000. 32 pages. Ages 3 - 6 Summer Eclare, Melanie. A Harvest of Color: Growing a Vegetable Garden Ragged Bears, 2002. 28 pages. Ages 4 - 9 Gershator, Phillis and David Gershator. Summer is Summer Illustrated by Sophie Blackall. Henry Holt, 2006. 32 pages. Ages 3-6 Mahy, Margaret. A Summery Saturday Morning Illustrated by Selina Young. U.S. edition: Viking, 1998. 24 pages. Ages 3 - 6 Pfeffer, Wendy. The Longest Day: Celebrating the Summer Solstice Illustrated by Linda Bleck. Dutton, 2010. 40 pages. Ages 4 - 8 Rendon, Marcie R.. Powwow Summer: A Family Celebrates the Circle of Life Photographed by Cheryl Walsh Bellville. Carolrhoda, 1996. 48 pages. Ages 7 - 11 Williams, Karen Lynn. A Beach Tail. Illustrated by Floyd Cooper. Boyds Mills Press, 2010. 32 pages. Ages 3-7 Spring Jackson, Ellen. The Spring Equinox: Celebrating the Greening of the Earth. Illustrated by Jan Davey Ellis. Millbrook Press, 2002. 32 pages. Ages 8 - 11 Manushkin, Fran. How Mama Brought the Spring. Illustrated by Holly Berry. Dutton, 2008. 32 pages. Ages 5-8 Purmell, Ann. Maple Syrup Season Illustrated by Jill Weber. Holiday House, 32 pages. Ages 5-9 Schnur, Steven. Spring: An Alphabet Acrostic Illustrated by Leslie Evans. Clarion, 1999. 32 pages. Ages 7 - 11 Wilson, Karma. Bear Wants More Illustrated by Jane Chapman. Margaret K. McElderry Books, 2003. 32 pages. Ages 2 - 4 Seasonal books Cooper, Elisha. Farm Orchard Books/Scholastic, 2010. 48 pages. Ages 4 - 9 Henkes, Kevin. Old Bear Greenwillow/HarperCollins, 2008. 24 pages. Ages 2-6 Lin, Grace and Ranida T. McKneally. Our Seasons Illustrated by Grace Lin. Charlesbridge, 2006. 32 pages. Ages 4-8 Livingston, Myra Cohn. Calendar Illustrated by Will Hillenbrand. Holiday House, 2007. 32 pages. Ages 4-7 Rosen, Michael J.. Our Farm: Four Seasons with Five Kids on One Family’s Farm Darby Creek, 2008. 144 pages. Ages 8-14 Rosen, Michael J.. The Cuckoo's Haiku and Other Birding Poems Illustrated by Stan Fellows. Candlewick Press, 2009. 64 pages. Ages 8-14 Rotner, Shelley and Anne Love Woodhull. Every Season Photographed by Shelley Rotner. A Neal Porter Book / Roaring Brook Press, 2007. 32 pages. Ages 4-8 Sidman, Joyce. Red Sings from Treetops: A Year in Colors Illustrated by Pamela Zagarenski. Houghton Mifflin / Houghton Mifflin Harcourt, 2009. 32 pages. Ages 4 - 8 Stein, David Ezra. Leaves Putnam, 2007. 32 pages. ICT References www.sheppardsoftware.com/scie nceforkids/ seasons / seasons.htm www.crickweb.co.uk › Key Stage 1 www.bbc.co.uk › Schools Home › Primary - Ages 4-11 Whatever the weather interactive game What’s the weather like today? – interactive game Autumn investigations – recording sheet Things to do in September – poster Common types of clouds – poster

9. YEAR 1 AUTUMN 1 THE WOLF PROOF PAD –MATERIALS Scientific Language and speaking and listening Material Fabric Properties Compare Test Observe Recognise Name Classify Record Gather Sort wood, plastic, glass, metal, water, rock, brick, paper, card, fabrics, foil, elastic hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent Science knowledge and understanding Distinguish between an object and the material it is made from eg: window/glass Explore everyday materials Name everyday materials Discuss and raise questions about everyday materials Become familiar with their names: wood, plastic, glass, metal, water, rock Become familiar with their physical properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent Group objects in a simple Venn or bar graph using their basic properties eg: shiny, dull, opaque/transparent Experiment with a wide variety of materials to include: wood, plastic, glass, metal, water, rock, brick, paper, card, fabrics, foil, elastic Perform simple tests to explore questions eg: What material is best for an umbrella to keep the Pigs dry on their way to market? What material is best for a window in their homes? What material is best for a costume for a growing pig? What material is best drying the little pigs when they fall in a stream? Etc Assessment Can the pupil distinguish between the object and what it is made from? (glass/ window…wall/bricks) Can the child identify everyday materials? Can the child name everyday materials? Can they describe simple physical properties? Can they group a range of materials based on a simple property eg: Shiny Can they compare a range of materials based on a simple physical property? Transparent/ opaque Can they raise a simple question and recognise that it can be answered in different ways? Is plastic always transparent? Can they observe closely a simple experiment? Eg: Which material is most absorbent? Can they carry out a simple test? Can they gather and record the data from a simple test to help answer a question? Can they use their observations and ideas to suggest an answer to their question? Working Scientifically Ask simple questions and recognise that they could be answered in different ways eg: Are metals always shiny? Observe closely using scientific equipment eg: which is easier to cut…how see through materials are using a torch…how stretchy something is… Perform simple tests eg: place a range of fabrics each in a dish of water and compare absorbency Identifying and classifying: Which material is best for building a wall? Which fabrics are waterproof? Using their observations and ideas to suggest answers to questions eg: Glass is waterproof but not good for clothes as it is not flexible…Foil is shiny but it crumples and is therefore not good for a mirror…fabric is good for making clothes because it is bendy but not all fabrics are stretchy. Gather and record data to help answer questions eg: Bar graphs of material properties or Venn of waterproof materials. Make charts and tables that show how materials have been tested eg: 2 columns with small photo icons of materials stuck in appropriately to show opaque/transparent Notes and Guidance: Explore the world around them Raise their own questions Experience different types of scientific enquiry Include practical activity Recognise ways in which they might answer their questions Use simple features to compare objects, materials and living things Decide how to group and sort objects, materials and living things Observe changes over time Notice patterns and relationships Ask other people questions Use secondary sources to find answers Use simple measurements and equipment (hand lens, egg timers etc) to gather data Carry out simple tests Record simple data Talk about what they have found out and how they found it Record and communicate their findings in a range of ways using scientific language

10. YEAR 1 SUMMER 2 THE GREAT PLANT HUNTERS –PLANTS Scientific Language and speaking and listening environment habitat change grow plant – common names flower – common names tree – common names wild – common names garden vegetable – common names deciduous – common names evergreen – common names planted structure leaf, flower, blossom, petal, fruit, root, stem, bulb, seed, trunk, branch, seed compare / contrast Parts/ diagram/ label Science knowledge and understanding Use the local environment to explore plants growing in their habitat Use the local environment to answer questions about plants growing in their habitat Observe the growth of flowers that they have planted Observe the growth of vegetables that they have planted Be familiar with the names of common wild and garden plants Know the names of common deciduous and evergreen trees Define the difference between evergreen and deciduous Know, name and identify the following basic plant structures: leaf, flower, blossom, petal, fruit, root, stem, bulb, seed, trunk, branch, seed Work scientifically by observing closely eg: through a hand lens/ magnifier Work scientifically by comparing and contrasting familiar plants Describe how they were able to identify a plant Describe how they were able to group plants Draw a diagram to show the parts of different flowering plants Draw a diagram to show the parts of different trees Keep records of the changes to a plant over time Compare what they have found out about different plants Contrast what they have found out about different plants Assessment Can they identify and name common wild plants? Can they identify and name common garden plants? Can they identify and name common deciduous trees? Can they identify and name common evergreen trees? Can they describe the basic structure of a variety of different common flowering plant? Can they describe the basic structure of a variety of common trees? Can they ask a question about plants that they know can be answered in different ways? Can they observe closely using hand lens/ magnifier and measures? Can they carry out a simple test eg: no water/ water Can they identify and classify using leaves or flowers? Can they suggest answers to questions through their observations? Can they gather and record data eg: growth chart Working Scientifically Ask simple questions and recognise that they could be answered in different ways eg: Do all seeds grow? Observe closely using scientific equipment eg: Do seeds need water to grow? How much does a bean grow every week? Do all flowers have the same number of petals? Perform simple tests eg: place shoots in dark and window sill and test which grow best. Identifying and classifying: Which flowers appear in the autumn, spring, summer, winter…and think about why this is...Are most flowers on the field yellow? Are all leaves serrated? Using their observations and ideas to suggest answers to questions eg: Not all trees lose their leaves in the winter…only the deciduous ones. All plants need leaves because they die if you take them all off. Flowers do not live long if you pick them because they need the plant to survive longer Gather and record data to help answer questions eg: Bar graph of petal colours Make charts and tables that show how tree leaves can be classified eg: 2 columns with small photo icons of leaves stuck in appropriately to show deciduous/evergreen Notes and Guidance: Explore the world around them Raise their own questions Experience different types of scientific enquiry Include practical activity Recognise ways in which they might answer their questions Use simple features to compare objects, materials and living things Decide how to group and sort objects, materials and living things Observe changes over time Notice patterns and relationships Ask other people questions Use secondary sources to find answers Use simple measurements and equipment (hand lens, egg timers etc) to gather data Carry out simple tests Record simple data Talk about what they have found out and how they found it Record and communicate their findings in a range of ways using scientific language

11. YEAR 2 LONGITUDINAL STUDY-HOW MANY LIVES DOES A TREE HAVE? – OBSERVE ACROSS THE 4 SEASONS AND DESCRIBE THE CHANGES TO THE TREE SELECTED FOR STUDY DURING THIS TIME. LOOK AT HOW DAY LENGTH AND TEMPERATURE ALL IMPACT ON THE VARIETY OF VISIBLE LIFE.CREATE A DISPLAY OF PUPILS’ OWN QUESTIONS, OBSERVATIONS, GRAPHS, TABLES, MEASURES, PHOTOS, PAINTINGS AND CONCLUSIONS. STICKY STICKMAN ALSO HAS PLANTS PROJECT WHICH CAN BE COMBINED WITH THIS AS APPROPRIATE Scientific Language and speaking and listening season, spring, summer autumn winter, daylight, darkness, colours (all basics) Water, vapour, evaporation, condensation rain, rainfall, rainwater, damp, heavy, light, down pour, puddle, Sun, sunlight, rays energy, sky, sunrise, sunset, temperature, hot, hotter, cold, colder, freezing, ice, snow etc Wind, speed, scale, anemometer Leaf vein, skeleton, deciduous, evergreen, conifer, dormant, grow, growth, stem, bud, branch, trunk, flower, fruit, seed, rubbing, wax, collecting, tabulating, comparing, contrasting, similar, different alive living, dead, non-living minibeast, creature, insect, bird, nocturnal, sleep, home, nest, habitat, environment, eggs, climate, micro-habitat, dependant, food chain, producer, consumer, colours, days of week, months of year, time of day, time Science knowledge and understanding Know that living things have certain characteristics that are essential for maintaining life and keeping them healthy Know, sort, explore, compare and classify objects into living, dead and things that have never been alive eg: a plant, a decaying leaf from a tree and a stone, a flame Consider the tree itself…is it alive or dead in the winter? How can you tell that a deciduous tree is not dead in winter? Why does it appear dead? Raise questions to develop understanding of life processes that are common to all living things Identify that most living things live in a habitat to which they are suited Understand the concept of a micro-habitat…investigate the differences between : beneath their tree, beneath a rock, beneath a bush, beneath a log…all within school grounds and describe the different conditions and findings Understand that the habitat provides the basic needs of the plant / animal Know that living things are dependant on each other within a habitat eg: leaf litter and woodlice or plants providing food and shelter for birds Create a food chain that includes the sun and our tree eg: sun, tree, insect, bird Create a food chain that includes the sun and us eg: sun, grass, cow human or sun, tomato, human Identify and study a range of plants life and animals within the habitat and notice changes over time related to the seasons/weather Compare the animals and plants of this habitat with an alternative habitat eg: Seashore, rainforest, arctic…how are they the same? Different? Why? Observe, photograph, paint and talk about the changes in the habitat over the year Make a chart to show the hours of daylight, rainfall and temperature each week Make displays about what is happening in the environment around them Look at how this impacts on your identified habitat monthly Measure and record all findings eg: number of minibeasts found. Number of birds visiting over a period of half an hour etc Observe the sky and how it changes…when does the sun rise, fall in the sky…does it disappear? Etc Can we tell that winter is coming? Spring? Using the living things within the habitat? Assessment Identify a range of questions that explore habitat through reading a story about the life of a tree Show a clear understanding of basic classification by sorting a wide range of flora an fauna Describe clearly the living processes and why both plants and animals have these…look for similarities and differences eg: respiration in humans/ respiration in a leaf Identify repeated measures and observations for the year Carry out observations and measurements with care Use the right tools for gathering information and measures Turn tabulated or collected data into graphs and other tables Comment scientifically on the learning, drawing conclusions about findings Compare and contrast your findings with someone else Compare your findings to those of a different habitat entirely Carry out research into other diverse environments Comment on the similarities and differences in the flora and fauna in these other environments with reasoned explanations Show an understanding of micro-habitats and how to construct one to the needs of the animal Systematically maintain fair testing when gathering information eg: Same spot each time Describe what would happen if you took a creature from your habitat and placed it in a different habitat. Working Scientifically Ask simple questions and recognise that they could be answered in different ways eg: Are deciduous trees dead in winter? Observe closely using scientific equipment eg: measure rainfall, temperature, day length Perform simple tests eg: set up different homes beneath the tree and identify visitors Identifying and classifying: Shake the tree and look at the diversity of living things? Create a tree chart for your tree (leaf design, flowers, buds etc to identify it through the seasons Using their observations and ideas to suggest answers to questions eg: in the summer there are more forms of life within my tree because… In the winter my tree appears to be Gather and record data to help answer questions eg: bar graphs of rainfall, cloud pictures and photos, leaf skeletons, colours of the seasons Make weather charts and tables Create a week in the life of a leaf to look at Autumnal change through observational drawing Create a month in the life of a bud to look at the development over a month to a flower or leaf Research habitats for minibeasts and construct some to encourage visitors Predict using temperature or sunlight hours when you will see the first signs of seasonal change Compare your habitat to someone else with a different classification of tree eg: conifer Identify through research into a variety of pupil generated questions how different environments are more suitable for other species of flora or fauna eg: Why does pond weed not grow in the sea? As muscles and snails are both molluscs, then why can’t they both live in the garden? Can a shark live in my pond? Can a tree grow in the sea? Does seaweed change colour with the seasons? Notes and Guidance: Explore the world around them Raise their own questions Experience different types of scientific enquiry Include practical activity Recognise ways in which they might answer their questions Use simple features to compare objects, materials and living things Decide how to group and sort objects, materials and living things Observe changes over time Notice patterns and relationships Ask other people questions Use secondary sources to find answers Use simple measurements and equipment (hand lens, egg timers etc) to gather data Carry out simple tests Record simple data Talk about what they have found out and how they found it Record and communicate their findings in a range of ways using scientific language

12. Trees The Enchanted Wood The Magic Faraway Tree Enid Blyton RSPB First Book of Trees Paperback – 24 May 2012 by Derek Niemann Crinkleroot’s Guide to Knowing the Trees by Jim Arnosky Jack-Flumflum-Tree-Julia-Donaldson The Great Kapok Tree: A Tale of the Amazon Rain Forest Paperback – 6 Mar 2000 by Lynne Cherry Cherry Tree by Ruskin Bond and Allan Eitzen Winter Trees by Carole Gerber and Leslie Evans Red Leaf, Yellow Leaf by Lois Ehlert The Seasons of Arnold’s Apple Tree by Gail Gibbons. Fernando’s Gift by Douglas Keister Reading and Secondary Sources How many lives does a tree have? Habitats Little house in the Big Woods In the small, small pond On the way to the beach A house is a house for me Even an ostrich needs a nest Seabird in the Forest Where once there was a wood Over in the Jungle One small square –woods The ancient ones Going on a Bear Hunt Life Finn Family Moomintroll The life of a car Winnie-the-Pooh A Wrinkle in Time The Lorax Matilda The Little Prince The Phantom Tollbooth The Rainbow Fish ICT References Build a habitat by Switchzoo What insect? Pond habitat Where do I live? Nocturnal animals www.sheppardsoftware.co m/content/animals/.../gam esforkids.htm www.crickweb.co.uk › Key Stage 2 nationalzoo.si.edu/Educati on/ConservationCentral education.scholastic.co.uk /resources/93720 Animals The hungry caterpillar Eric Carl Tadpole’s promise What the ladybird heard Snail Trail The Bugliest Bug Aaaahhhgggg Spider Edward goes Exploring Ten little sleepy heads The snail House Christopher’s caterpillars How to train your dragon Charlotte’s Web Fantastic Mr Fox

13. YEAR 2 THE ZOO – ANIMALS INCLUDING HUMANS-AUTUMN 1 Scientific Language and speaking and listening Habitat Environment Natural, wild, tame, domesticated Animal, pet Fish, amphibian, reptile, bird, mammal, human Group, classify, identify Carnivore, herbivore, omnivore Sense, taste, touch, hear, smell, see Human body head, neck, arms, elbow, leg, knee, face, ear, eye, hair, mouth, teeth baby, toddler, child, teenager, adult Offspring Reproduction growth Survival Water, food, air Exercise Eating Food hygiene Science knowledge and understanding Explore and answer questions about animals in the local environment and their habitat throughout the year Understand how to take of animals taken from their natural environment Understand the need to return animals safely to their natural environment safely after study Identify a variety of common animals including fish, amphibians, reptiles, birds and mammals Name a variety of common animals including fish, amphibians, reptiles, birds and mammals Identify and name common carnivores Identify and name common herbivores Identify and name common omnivores Describe and compare the structure of a variety of fish Describe and compare the structure of a variety of amphibians Describe and compare the structure of a variety of common reptiles Describe and compare the structure of a variety of common birds Describe and compare the structure of a variety of common mammals Describe and compare a variety of common pets Compare and contrast animals at first hand or using video/ photos/ internet etc Describe how to identify animas and group them using the terms: fish, amphibians, reptiles, birds and mammals Group a range of animals according to what they eat and graph this using Venn's/ bar graphs Use senses to compare animals with different textures, sounds and smells Identify and name the parts of the human body and state how it is used and associated with which sense: head, neck, arms, elbow, leg, knee, face, ear, eye, hair, mouth, teeth through games and rhymes/action songs Draw the parts of the human body and state how it is used and associated with which sense Label the parts of the human body and state how it is used and associated with which sense Notice that animals have offspring that develop into adults through simple reproduction and growth information in any of following: egg, chick, chicken/ egg, caterpillar, pupae, butterfly/spawn, tadpole, frog/ lamb, sheep Notice that human have offspring that develop into adults: baby, toddler, child, teenager, adult Find out about the basic needs of animals, including humans, for survival (water, food, air) Describe the basic needs of animals, including humans, for survival (water, food, air) Describe for humans the importance of exercise Describe for humans the importance of eating the right amounts and different types of food Describe for humans the importance of hygiene Assessment Can they ask questions about animals in locality? Can they say how to take care of a zoo animal? Can they Identify a range of common local and zoo animals and pets from each of the different groups? Can they name common omnivores, herbivores and carnivores? Can they describe and compare the structure of a variety of animal in each of the identified groups? Can they compare and contrast animals from different groups? Can they explain how to identify using the features of the animal? Can they group animals based on their features? Can they use their senses when looking at and observing animals? Can they identify, name, describe and label the parts and uses of the human body listed? Can they describe the lifecycle of an animal and a human Can they describe the basic needs of animals and the purpose? Can they comment on how to maintain health through diet, exercise and hygiene? Can they determine what a balanced diet look like? Working Scientifically Ask simple questions and recognise that they could be answered in different ways eg: Is there such a thing as a baby butterfly? Observe closely using scientific equipment eg: hand lens/ magnifier to observe caterpillar change or the egg in an incubator Perform simple tests eg: what food attracts birds to a bird table Identifying and classifying: Using fur, feather, scales etc. Create a lifecycle chart for selected animals Using their observations and ideas to suggest answers to questions eg: How might you know if an animal from the zoo can be released into the wild? Gather and record data to help answer questions eg: the range of creatures from different groups in the pond…the number of types of creature to be found in the school habitat…the range of creatures within the zoo Make identification charts with simple yes no trees Create a fact file for a creature from each of the specified groups Research habitats and consider why animals need different environments/ climates Predict what animals may need to eat depending on whether they are herbivores etc. Compare the habitat of your selected animal to someone else with a different classification Identify through research into a variety of pupil generated questions how different environments are more suitable for other species of fauna eg: Why don’t elephants live in Russia? Do all animals have the same teeth? Can a shark live in my pond? Can a frog live in the sea? Do all monkeys live in the jungle? Can spawn develop outside a pond? Do all birds fly? Do all mammals have live young? Are all flying animals birds? Are all animals that live in the water fish? Notes and Guidance: Explore the world around them Raise their own questions Experience different types of scientific enquiry Include practical activity Recognise ways in which they might answer their questions Use simple features to compare objects, materials and living things Decide how to group and sort objects, materials and living things Observe changes over time Notice patterns and relationships Ask other people questions Use secondary sources to find answers Use simple measurements and equipment (hand lens, egg timers etc) to gather data Carry out simple tests Record simple data Talk about what they have found out and how they found it Record and communicate their findings in a range of ways using scientific language

14. YEAR 2 CINDERS WHEELS – USES OF EVERYDAY MATERIALS- SPRING 2 Scientific Language and speaking and listening Materials, Fabric object wood, metal, plastic, glass, brick, rock, paper, squashing, bending, twisting, stretching, Transparent, opaque, dull, shiny, flexible, resistant, cardboard Properties uses Classify, sort, group Compare Observe Identify Tabulate Friction Tyre, wheel, disc, circle, circular Distance, speed Surface Science knowledge and understanding Identify the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper, cardboard for a variety of uses Compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper, cardboard for a variety of uses Identify how object shapes made from some materials can be changed by squashing, bending, twisting or stretching, whilst retaining the same overall mass Become familiar with materials used for more than one thing eg: metal for coins, cans, cars, table legs etc; wood can be used for matches, floors, telegraph poles; Become familiar with materials that can be used for the same object eg: wooden wheel, metal wheel, plastic wheel but not a glass wheel (consider why) Consider the properties of the materials in grouping and classifying Consider the properties of the material that make them suitable or unsuitable for a particular purpose Consider unusual and creative uses of everyday materials Find out about people who invented new materials eg: Dunlop, Macintosh, McAdam Compare the use of everyday materials in and around the school with those used beyond the school eg: at home Compare the use of everyday materials in and around the school with those used beyond the school, in fairy stories and rhymes eg: Cinderella using a pumpkin Observe closely eg: the way a reflection occurs in the back of a spoon or the reflective properties of a range of shiny objects in order to make a mirror for a carriage Identify and classify the uses of different materials eg: what kind of box should be used for the carriage Record their observations eg: which objects are more flexible for making a bumper bar for the carriage Tabulate and graph the observations eg: which materials will be best for making a waterproof cover for the carriage Assessment Can they identify how suitable a material is for a specific purpose? Can they compare two or more materials stating the suitability of one over another for a purpose? Can they recognise that some materials can change shape but maintain their weight? Can they identify many uses for specific materials? Can they classify and group objects according to their material or their properties eg: wooden or flexible Can they state why a material is unsuitable for a specific purpose eg: a glass wheel? Can they comment on the materials used in a rhyme and why they are not suitable in real life? Can they make careful observations and record these? Can they tabulate the results of observations or enquiry? Working Scientifically Ask simple questions and recognise that they could be answered in different ways eg: Does a shape that is not quite circular still roll? Observe closely using scientific equipment eg: friction on a surface and its effect on distance and speed of a car Perform simple tests eg: shine a light through a range of materials to determine the best for making windows Identifying and classifying: Using material properties eg: reflective, transparent, flexible Create a key in the form of a tree diagram for sorting a range of materials Using their observations and ideas to suggest answers to questions eg: How can I secure a wheel to an axil and still enable it to turn? Gather and record data to help answer questions eg: what kind of surface must the road have to enable my carriage to travel the furthest? Is it better to have 4 wheels or 3? Should all of the wheels be the same size? Make identification charts with simple yes no trees eg: I am transparent. I am very thin, I can crumple into a ball. Create a fact file for a carriage showing the resources required and their material and purpose eg: cellophane for the window as it’s transparent and you need to see through a windscreen. Wooden disks for wheels as they are solid and all perfect circles allowing the carriage to move swiftly and smoothly Research carriages and consider why they are used rather than a car Predict what materials will be best and then test Compare the materials used for your carriage with that of someone else Identify through research, modern manufactured materials and what gives them a unique purpose eg: John McAdam’s tar. Notes and Guidance: Explore the world around them Raise their own questions Experience different types of scientific enquiry Include practical activity Recognise ways in which they might answer their questions Use simple features to compare objects, materials and living things Decide how to group and sort objects, materials and living things Observe changes over time Notice patterns and relationships Ask other people questions Use secondary sources to find answers Use simple measurements and equipment (hand lens, egg timers etc) to gather data Carry out simple tests Record simple data Talk about what they have found out and how they found it Record and communicate their findings in a range of ways using scientific language

15. YEAR 2 - HEALTHY EATING – SUMMER 2 Scientific Language and speaking and listening sense, taste, touch, hear, smell, see human body, skeleton head, neck, arms, elbow, leg, knee, face, ear, eye, hair, mouth, teeth baby, toddler, child, teenager, adult offspring reproduction growth Survival, water, food, air exercise respiration pulse rate eating food hygiene health, healthy nutrition, diet vitamins, minerals, fats, carbohydrate, protein, fibre Science knowledge and understanding Identify and name the parts of the human body and state how it is used and associated with which sense: head, neck, arms, elbow, leg, knee, face, ear, eye, hair, mouth, teeth through games and rhymes/action songs Draw the parts of the human body and state how it is used and associated with which sense Label the parts of the human body and state how it is used and associated with which sense Notice that human have offspring that develop into healthy adults when they are supplied with their basic needs : baby, toddler, child, teenager, adult Find out about the basic needs of animals, including humans, for survival (water, food, air) Describe the basic needs of humans, for survival (water, food, air) Describe for humans the importance of exercise Consider how exercise impacts on the body Describe for humans the importance of eating the right amounts and different types of food Describe what happens if too much of certain foods is eaten Consider what is meant by a balance diet Describe what happens to the body if certain foods are not eaten Describe for humans the importance of hygiene Assessment Can they identify, name, describe and label the parts and uses of the human body listed? Can they describe the lifecycle of an a human Can they describe the basic needs of humans and the purpose? Can they comment on how to maintain health through diet Can they determine what a balanced diet look like? Can they comment on how to maintain health through exercise? Can they identify the difference between the effect of sitting at a computer game and riding their bike on the body Can they recognise that sleep is important and explain why? Can they describe their hygiene regime at home and at school and identify any differences between the two locations Working Scientifically Ask simple questions and recognise that they could be answered in different ways eg: Is it always bad to eat too many calories? Observe closely using scientific equipment eg: second hand and pulse over 10 seconds Perform simple tests eg: The effect of running on the spot Identifying and classifying: food types Create and maintain an exercise chart for a week Using their observations and ideas to suggest answers to their questions eg; Can you eat only one food that you like all the time? Gather and record data to help answer questions eg: increase time to run across field Make identification charts with simple key for healthy food choices Create a fact file for food groups Research vitamins and identify superfoods Predict what humans may need to eat if they are vegetarians etc Compare your ideal plate of food with someone else Identify through research into a variety of pupil generated questions how different diets are suitable for different age groups, religious groups, conditions etc Research what happens when germs are spread due to poor hygiene Notes and Guidance: Explore the world around them Raise their own questions Experience different types of scientific enquiry Include practical activity Recognise ways in which they might answer their questions Use simple features to compare objects, materials and living things Decide how to group and sort objects, materials and living things Observe changes over time Notice patterns and relationships Ask other people questions Use secondary sources to find answers Use simple measurements /equipment (hand lens, egg timers etc) to gather data Carry out simple tests Record simple data Talk about what they have found out and how they found it Record and communicate their findings in a range of ways using scientific language

16. YEAR 2 THE STICKY STICK MAN –PLANTS AND LONGITUDINAL STUDY HOW MANY LIVES DOES A TREE HAVE? Scientific Language and speaking and listening Environment, habitat change Grow, growth Survive, survival Light, food, water, plant – common names flower – common names tree – common names wild – common names garden vegetable – common names deciduous – common names evergreen – common names planted structure leaf, flower, blossom, petal, fruit, root, stem, bulb, seed, trunk, branch, compare / contrast Parts/ diagram/ label Germinate Heat, boil, cold, frozen, freeze, temperature Reproduction Pollen, ovary, nectar Dispersal Science knowledge and understanding Make observations throughout the year of how different plants grow Explore and describe germination of different plants Explore and describe growth of different plants Explore and describe the survival of different plants Observe how seeds grow into mature plants Observe how bulbs grow into mature plants Describe how seeds grow into mature plants Describe how bulbs grow into mature plants Understand that plants need light, water and a suitable temperature to grow and stay healthy Describe how plants need light, water and a suitable temperature to grow and stay healthy Understand that seeds and bulbs do not need light to germinate Understand that seeds and bulbs contain their own food store Record the growth of a variety of different plants as they change over time Observe and record similar plants as they change over time Set up comparative tests to show that plants need light and water to grow and stay healthy Understand the basic process of reproduction in a flowering plant Assessment Can describe how seeds grow into a mature plant Can describe how bulbs grow into mature plants Can explain what a bulb is Can explain what a seed is Can explain through experimental evidence that plants need water, light and temperature to grow and stay healthy Can explain that bulbs and seeds need water and warmth to germinate Can describe the growth of a plant to maturity Working Scientifically Ask simple questions and recognise that they could be answered in different ways eg: are seeds and bulbs the same thing ? Observe closely using scientific equipment eg: Do seeds need water to grow? How much does a bean grow every week? Do all flowers have the same number of petals? Perform simple tests eg: place shoots in dark and window sill and test which grow best. Identifying and classifying: Which flowers appear in the autumn, spring, summer, winter…and think about why this is...Are most flowers on the field yellow? Are all leaves serrated? Using their observations and ideas to suggest answers to questions eg. All plants need leaves because they die if you take them all off. A bulb is a food store for the plant and it can’t grow as well if you chop it in half. If you freeze a seed or boil a seed does it still germinate? Gather and record data to help answer questions eg: Bar graph of petal colours Make charts and tables that show rate of growth of 3 different seeds eg: boiled, frozen and ordinary Notes and Guidance: Explore the world around them Raise their own questions Experience different types of scientific enquiry Include practical activity Recognise ways in which they might answer their questions Use simple features to compare objects, materials and living things Decide how to group and sort objects, materials and living things Observe changes over time Notice patterns and relationships Ask other people questions Use secondary sources to find answers Use simple measurements and equipment (hand lens, egg timers etc) to gather data Carry out simple tests Record simple data Talk about what they have found out and how they found it Record and communicate their findings in a range of ways using scientific language

17. YEAR 3 LONGITUDINAL STUDY-HOW NEW IS THE NEW FOREST – OBSERVE AND TRACK CHANGES ACROSS THE YEAR AND IDENTIFY AND MEASURE DIFFERENCES IN OUR FOREST ECO- SYSTEM ACROSS SEASONS -. CREATE A DISPLAY OF PUPILS’ OWN QUESTIONS, OBSERVATIONS, GRAPHS, TABLES, MEASURES, PHOTOS, ART WORK, DRAWINGS AND CONCLUSIONS Scientific Language and speaking and listening Plant, flower, tree, bush, vegetation, flora, non-flowering, flowering, deciduous, evergreen, fruit, seed, pip, nut, stone, cone, false fruit, bud, leaf, branch, trunk, stem, petal, sepal, pollen, grow, growth, nectar, scent, colour New Forest, Nova Foresta, environment, climate, habitat Sunlight, darkness, hours, time, day, year Adaptation, change, foreign, indigenous, transported, pollination, dispersal, life- cycle, sustain, historic, Vertebrate, invertebrate, classify, group, sort, tabulate, tally, graph, diagram, draw, predict, hypothesis, enquiry, explanation, justify, conclusion, results, evidence, findings, study, quadrant, observation Movement, skeleton, reptile, mammal, amphibian, bird, fish, insect Science knowledge and understanding Understand the relationship between the structure and function of parts and recognise their similarities in different species eg: stem, trunk, leaf, sepals, buds flowers, cones, seeds, pips, fruits, false fruits Recognise and describe the similarities and differences between evergreen and deciduous plants and whether over time this make-up has changed in the New Forest. Consider the historic plating and purpose of the forest and how this has changed over time and why Consider how plants make their own food and the part that climate has to play in this eg hours of sunlight, water, nutrients Explore the requirements of different plant types for growth and consider how they are adapted to support this eg: why are there no cactus plants in the forest? Investigate where plants get their water from in the forest and how this is transported. Do plants beneath trees suffer? What other life does the forest support and why? Has this changed over time? Why? Understand plant life cycle over a year Look for patterns in the structure of the fruits and seeds Consider the best planting for a forest in order to sustain maximum life or flora and fauna Explore pollination in the forest and how seeds are dispersed Do any ‘foreign’ plants grow in the New Forest- how and when were they introduced? People used to live in the forest and sustain themselves…is this possible today? What animal life is found in the forest? Has this changed over time ad why? Were non indigenous animals introduced to the forest? Classification between vertebrate and invertebrate…skeleton and exoskeleton…cold blooded/ warm bloodied Understand the importance of a skeleton in movement eg: deer as opposed to a snail The concept of a reptile and why slow worms are not worms Assessment Pupils able to identify what new means in the context of living things Pupils able to create a set of scientific questions relating to an area of the forest they are going to study eg: temperature in shade/ canopy width Pupils able to demonstrate through drawing of study area that every test repeated over the year will be fair. Evidence of use of accurate measuring tools to gather data Accuracy of measures in recording information clearly and systematically Explain why they collected the data and showed it in a particular way. Explain the climate of the area of study in terms of rainfall, sunlight etc and this change over the year Identify how the flora has changed over the year and why this is Identify and changes to the fauna over the year and why this is eg: winter no butterflies seen Set up experiments to return to in the selected area eg: sink a pot to collect water/ set up a woodlouse home Working Scientifically ask relevant questions: eg: Origin of New Forest Use different types of scientific enquiry to answer questions: Were the trees deciduous, evergreen or both and how does this compare with now? Set up practical enquiries to test the leaves over the year (seasonal change) in both evergreen and deciduous as well as other life related enquiries: new growth, new habitats, new animals to the forest over Set up comparative and fair tests eg: tree shakes in each season. Quadrant count in each season Make systematic and careful observations eg: The forest floor …number of flowering/ non flowering plants in an area etc Take accurate measures using standard units and using a range of equipment, including thermometers and data loggers…look at how the canopy provides shade…how do daylight hours affect flowering? Gather data in a variety of ways to help answer a question eg: counting and tallying, measuring etc Record data in a variety of ways to help answer a question eg: tally chart, bar graph Classify data in a variety of ways to help answer a question: eg: classification of plants or minibeasts Present data in a variety of ways to answer a question Record findings using simple scientific language Record findings using drawing and labelled diagrams…of a deciduous tree/ flowering plant/ toadstool and look at differences Record findings using keys Record findings using bar charts Record findings using tables Report on findings from enquiry using oral, written explanation Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions eg; Plants need sunlight energy to flower and therefore…. Using results make predictions for new values : the forest does/ does not represent the forest of 1066 because… Using results, make suggestions for improvements and raise further questions: To maintain habitats we must… Identify differences, similarities and change related to simple scientific ideas and processes: Compare the historical changes to the New Forest in both climate, plant and animal habitats Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences

18. Trees The Enchanted Wood The Magic Faraway Tree Enid Blyton Summer at Lynch Wood The Secret Garden Hansel and Gretel Into the forest Where the Wild Things Are Brendon Chase Wood by Andrew Goldsworthy (artist) Reading and Secondary Sources How new is the New Forest? Habitats The Kingdom under the sea Jack and the Baked Bean Stalk Sir Lilypad The day the rains fell It was a dark stormy night The secret world of Polly Flint The reluctant Dragon Amazing Biomes Project Cactus hotel One small place in a tree Pond Circle Song of the Water Boatman Down, down down ICT References Design a habitat Create your own superbug What am I? Save the whale Ivy’s meadow Toca Nature Ansel and Clare-The Little Green Island Animals Black Beauty Wind in the Willows Beatrix Potter books The Railway Cat All because of Jackson Fantastic Mr Fox The owl who was afraid of the dark Who’s in the loo? Mrs Peperpot Stories Fox The true story of the three little pigs Simon Chadwick’s New Forest Books The Gruffalo

19. YEAR 3 SHADOWS-LIGHT -SPRING 1 Scientific Language and speaking and listening Light, light source darkness Sun Mirror Shiny/dull Reflection Reflective Transparent, opaque, translucent Ray Radiation Light waves prism Heat temperature thermometer Shadow Distance Surface Angle Bend Light box Shadow clock length Science knowledge and understanding Recognise that light is needed in order to see things Recognise that the absence of light is darkness Notice how light is reflected from surfaces Recognise that the light from the sun can be dangerous Understand that eyes must be protected from bright lights Know that we must protect our eyes from the sunlight and there are various ways to do this Explore what happens when light reflects off a mirror Explore what happens when light reflects off other reflective surfaces Answer questions about how light behaves through playing mirror games Recognise that shadows form when the light from a light source is blocked by a solid object Find patterns in the way that the size of shadows change over time Look for patterns in what happens to shadows outside at certain times of day Identify what happens to shadows when the light source moves Identify what happens to shadows when the distance between the object and the light source changes Measure shadow length over time and identify changes Understand how the sun has been used through history for locating position and for telling the time Assessment Pupils can understand what a light source is Can understand that light is reflected off some surfaces better than others Can explain why it is dangerous to look at the sun Can make a mirror maze with successful outcomes Can recognise how to change the direction of the mirror in order to bounce the reflected light Can explain what a shadow is Can identify the relationship between shadow length and the movement of the light source Can identify the relationship between shadow length when the distance between the object and the light source is changed Can gather data and present a clear concluding statement Can graph data to show a changing shadow length or temperature a a line graph Working Scientifically ask relevant questions: eg: will there be a shadow if there is no light source Use different types of scientific enquiry to answer questions: Does light travel in a straight line? Set up practical enquiries to test the length of shadow over time during the day Set up comparative and fair tests eg: Measure the shadow length on the hour every hour Make systematic and careful observations eg: The colour of light when it’s reflected through a prism Take accurate measures using standard units and using a range of equipment, including thermometers to check average temperature, highest and lowest; mm measures of shadow length; protractor for angles of reflection Gather data in a variety of ways to help answer a question eg: tables of length, time in 24 hour clock, light transparency test for materials Classify data in a variety of ways to help answer a question: eg: Do thin materials allow light to pass through? Present data in a variety of ways to answer a question Record findings using simple scientific language Record findings using drawing and labelled diagrams eg: mirror maze Record findings using sorting diagrams eg: Venn Record findings using bar charts Record findings using tables Report on findings from enquiry using oral, written explanation Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions eg; Shadows can only happen when there is a light source and therefore…. Using results make predictions for new values : At lunchtime 12:00pm, the shadows will be… Using results, make suggestions for improvements and raise further questions: To reflect the light at 90 degrees through the box, I will… Identify differences, similarities and change related to simple scientific ideas and processes: Compare how light sources are used now compared with 100 years ago Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous light scientists eg Faraday/ Edison Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences

20. YEAR 3 SCHOOL MATTERS-STATES OF MATTER -SUMMER 1 Scientific Language and speaking and listening Change, state, matter solid, liquid gas evaporate, evaporation, transpiration condense, condensation heat, heated, heating, boiling cool, cooled, cooling freezing, freeze temperature, thermometer degrees, Celsius dry, drying materials, substances, compounds water, chocolate, butter metal, oxygen water cycle molecules Science knowledge and understanding Note this is not about chemical change…eg: not about baking/burning etc Compare materials according to whether they are solids, liquids or gasses Group materials together according to whether they are solids, liquids or gasses Know that solids hold their shape Know that liquids form a pool an not a pile Know that gas escapes from an unsealed container Observe and understand water as a solid, liquid and a gas and note the change to water when it is heated or cooled Observe that some materials change state when they are heated or cooled Explore the effect of temperature on substances like chocolate, butter, cream in making eg: Chocolate Crispy Cakes and ice-cream Measure or research at what temperature materials change Research the temperature at which some metals or solids change state eg: iron melts/ oxygen condenses to a liquid etc Observe and record evaporation over a period of time Observe the effect of temperature on drying washing Identify the part played in evaporation and condensation in the Water Cycle Associate the rate of evaporation with water temperature Assessment Can pupils draw an image of a solid, liquid and gas to evidence their understanding of the molecular state? Can pupils group objects to show a clear understanding of solids, liquids and gasses? Can observe and record changes to water over time Can observe and record changes to matter over time that is placed in a freezer Can observe and record changes over time that is part of a heating process Can explain why some materials are unchanged when heated by the sun Can explain why some metals need intense heat to change their state Can explain the water cycle as a process Can label a water cycle diagram Working Scientifically ask relevant questions: eg: will all objects melt in the sun? Use different types of scientific enquiry to answer questions: Can changes be reversed? Set up practical enquiries to test the lime taken to evaporate a puddle of water Set up comparative and fair tests eg: Measure the rate of melting an ice-cube every minute Make systematic and careful observations eg: checking how quickly water freezes Take accurate measures using standard units and using a range of equipment, including thermometers to check temperature, mm to measure water depth Gather data in a variety of ways to help answer a question eg: tables of reducing temperature over time Classify data in a variety of ways to help answer a question: eg: Do all liquids freeze at the same temperature? Present data in a variety of ways to answer a question Record findings using simple scientific language Record findings using drawing and labelled diagrams eg: water cycle Record findings using sorting diagrams eg: Venn Record findings using bar charts Record findings using tables Report on findings from enquiry using oral, written explanation Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions eg; metals become liquid at high temperature and this makes them good for… Using results make predictions for new values : If I double the size of my ice-cube will it take double the time to melt? Using results, make suggestions for improvements and raise further questions: To make a fair test, the water needed to be placed on the same window sill in direct sunlight because… Identify differences, similarities and change related to simple scientific ideas and processes: Compare using research the melting points of the most common metals and rank in order of temp. of melting Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous light scientists Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences

21. YEAR 3 TOYS ARE US- FORCES AND MAGNETS -SUMMER 1 Scientific Language and speaking and listening Magnet, Magnetic, Magnetised Electromagnetic lodestone North and south, compass, needle navigation Magnetic moments Magnetic field Permanent magnet,Ferromagnetism Temperature Force Repel, repelled, repulsed Attract, attracted Pole, Earth Materials Contact, direct contact, indirect Behaviour Bar, ring, button, horseshoe Strength Move, movement, pull, push Relationship Predict Science knowledge and understanding Compare how things move on different surfaces Notice that some forces need contact between two objects Notice that magnetic forces can act at a distance Explore the behaviour and everyday uses of different magnet types Observe how magnets attract each other and some materials but not others Observe how magnets repel each other and some materials and not others Compare a variety of materials based on whether they are attracted to a magnet Group a variety of materials based on whether they are attracted to a magnet Identify a range of magnetic materials Describe magnets as having 2 poles Explore the strengths of a variety of magnets and find a way to compare them Identify a way to sort magnets and carry it out Explain why magnets behave in a certain way with one another Predict whether two magnets will attract or repel each other depending on which poles are facing Compare toys that move and group them Raise questions and carry out a test to find out how far things move on different surfaces Gather and record data to answer own question Research local industry and how magnets are used Assessment Can carry out a fair test to compare movement of things on different surfaces Notice movement that requires contact (push, pull) and those that do not (gravity/ magnetism) Can describe how some materials are attracted, repelled or have no impact when placed by a magnet Carry out a fair test to answer their own question re strength of magnetic force Compare and group materials on the basis of attraction and identify what they have in common Describe what the poles are in a magnet Describe the purpose and magnetic poles on the Earth Predict whether 2 magnets will attract or repel based on their orientation Use the vocab of magnetism including the term ‘moment’ Working Scientifically ask relevant questions: eg: does an object have to touch a magnet in order it to be moved? Use different types of scientific enquiry to answer questions: which magnet is stronger? Set up practical enquiries to measure the distance of pull on a magnet (force) Set up comparative and fair tests eg: Test the strength of a magnet using paper clips Make systematic and careful observations eg:Take accurate measures using standard units and using a range of equipment, including quantitative measures of distance of attraction between 2 magnets, the weight of a magnet Gather data in a variety of ways to help answer a question eg: Testing materials for their attraction to magnetic force Classify data in a variety of ways to help answer a question: eg: Are all metals magnetic? Present data in a variety of ways to answer a question eg: Can I make my own compass Record findings using simple scientific language Record findings using drawing and labelled diagrams eg: magnetic force acting on an object/ Earth’s magnetic field Record findings using sorting diagrams eg: Venn Record findings using bar charts Record findings using tables Report on findings from enquiry using oral, written explanation Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions eg; If I place a magnet above a magnetic object on the ground will it exert a force greater than gravity and raise the object? Using results make predictions for new values : If the object weighs less than …then… Using results, make suggestions for improvements and raise further questions: To enable more paperclips to be picked up, the magnet must…. Identify differences, similarities and change related to simple scientific ideas and processes: Compare how magnets have been used through history and which are still being used today Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous scientists eg Shen Kuo, William Gilbert Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences

22. YEAR 3 FLOWER POWER-PLANTS -SUMMER 2 Scientific Language and speaking and listening plant, tree, flowering plant, non flowering plant, grass, moss, fern, seaweed wild,indigenous, foreign stem, trunk, root, leaf, leaves, branch, twig, flower, pollen, ovary, ovum, nectary, seed, fruit, berry dispersal, dispersed attract support variation pollinate, pollination fertilisation, reproduction transpiration transportation photosynthesis light energy carbon dioxide sugar oxygen water nutrients cutting life cycle formation structure function grow, growth botanist, botany Science knowledge and understanding Identify the functions of different parts of a flowering plant: root, stem, trunk, leaves, flower Describe the functions of different parts of a flowering plant: root, stem, trunk, leaves, flower Know that every part of a plant structure has a specific function Specifically explore questions related to the stem and root in terms of support and nutrition Specifically explore the function of the leaves for nutrition…using light energy to charge carbon dioxide and water into sugar and oxygen (photosynthesis) Explore the requirements for plants to live and grow (air, water, nutrients, room, (soil)) eg: Compare different factors on plant growth sunlight/ fertiliser…or cover some leaves with foil Explore the differences (variation) between different plants regarding their needs in terms of living and of growth Explore the transportation of water in plants eg: put a cutting of a white carnation into coloured water and observing how this colour travels all the way to the flower itself Explore the purpose of flowers in the lifecycle of a plant: attraction, pollination, seed formation and seed dispersal Look at life cycle of a plant over a period of time (from seed to seed) Look at the structure of fruits to identify how their seeds are dispersed Assessment Label a plan of a flowering plant using the basic labels Describe these functions Identify what plants need to grow Compare the different needs of 2 plants eg: cactus and a daisy Know how water travels from the soil and through the plant Know the functions for the flower in the context of lifecycle Is able to describe some different ways that pollination occurs Is able to describe how certain fruits are adapted to different dispersal Can show what part of the flower becomes the seeds/ fruit Working Scientifically ask relevant questions: eg: Do all plants need sunlight? Use different types of scientific enquiry to answer questions: Do all flowering plants need the same requirements for growth? Set up practical enquiries to test the effect of sunlight on leaves Set up comparative and fair tests eg: how much water a cut flower and stem uses compared with a different one….(who is thirstier) Make systematic and careful observations eg: The rate of growth over a period of time Take accurate measures using standard units and using a range of equipment, speed of stem growth of eg: tomato, bean and cactus. Gather data in a variety of ways to help answer a question eg: how long does it take for water to reach the flowers of plant? Do all seeds disperse in the same way? Classify data in a variety of ways to help answer a question: eg: Does pollen always transfer in the same way? Present data in a variety of ways to answer a question Record findings using simple scientific language Record findings using drawing and labelled diagrams eg: flowering plant and a tree Record findings using sorting diagrams eg: Venn Record findings using bar charts Record findings using tables Report on findings from enquiry using oral, written explanation Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions eg; Plants need the following in order to grow: Using results make predictions for new values : If I replace soil with nutrients on jelly, will my plant still grow? Using results, make suggestions for improvements and raise further questions: To make more leaves I will feed my plant extra nutrients Identify differences, similarities and change related to simple scientific ideas and processes: Compare how the inside of fruits are different Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous botanists: Mendel Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences

23. YEAR 4 LONGITUDINAL STUDY-WHETHER THE WEATHER – OBSERVE AND TRACK CHANGES ACROSS THE YEAR AND IDENTIFY AND MEASURE DIFFERENCES IN OUR WEATHER SYSTEM ACROSS SEASONS -. CREATE A DISPLAY OF PUPILS’ OWN QUESTIONS, OBSERVATIONS, GRAPHS, TABLES, MEASURES, PHOTOS, ART WORK, DRAWINGS AND CONCLUSIONS Scientific Language and speaking and listening weather whether, climate, local, location environment, habitat, breeding, hibernation, migration, dormant, evergreen, deciduous, coniferous, New Forest, micro climate, tidal, tides Seasonal, variation, season :spring, summer, autumn, winter, humidity, damp, rain, rainfall, gauge, wind, anemometer, temperature, thermometer, degrees, high, low, pressure, cloud types: Sun, sunshine, solar, energy, daylight, darkness, hours, year, time, water, river flow, depth Living, animal, animal names as appropriate, fauna, plant, flora, flowering, non flowering, names of plants as appropriate, crops, fruit, flower, dispersal, pollination, population Observations, measurements, scale, litre, ml, cm, Enquiry, investigation, test, fair, group, sort, classify, key, relationship, pattern, naturally occurring, equipment, data logger, analyse, analysis, value, collect, practical, prediction, human, impact, negative, positive Science knowledge and understanding Use the local environment throughout the year to observe and measure changes in the local environment Raise questions that help to identify plant and animals in their habitat at different times of the year and relate to climate and environment Recognise that environments can change throughout the year and can pose a danger to living things through variation in temperature, ground cover and the number of daylight hours etc Identify how the habitat change causes a problem for some living things and how they have overcome this eg: hibernation, migration, breeding seasons, plants shedding leaves, flower crops and fruiting Find ways to group a selection of living things including animals, flowering plants and non flowering plants (ferns/ mosses) Through plant and minibeast / animal collection/ bird spotting/ secondary sources of local flora and fauna at different times of the year in the same location Explore positive human impact on the local and other environments eg: pond/ use of rain water/ solar energy Explore the negative human impact on the local environment eg: deforestation/ population (concrete drives do not allow water drainage/ shared resources/ tourists/ water pollution Make a simple guide or key for the seasonal local animals and plants Make a guide to local living things for each season Raise and answer questions based on their observations of animals and others identified in research – Are badgers resident in their set by the pond all year round? What bird spotting guide could be created for year round identification? How is the pond life affected by seasonal change? Raise and answer questions based on their observations of plants and others identified in research eg: Does the deciduous or evergreen tree provide a better environment to sustain animal life throughout the year? Does he New Forest have it’s own climate that supports the growth of plants? Has the climate in the New Forest always been the same and therefore were the animals and plants (fauna and flora) also the same? (Consider pre-history…ice age…Stone age…Romans……Normans….Tudors. NB: Think about the water table and the hypocaust systems in Southampton. Could the school create enough energy and collect enough water to sustain a small greenhouse of plants? How does forest management respond to seasonal change? Assessment Has the question identified a climatic seasonal response to a change in either flora or fauna? Has the scientist identified the different enquiries that will be needed n order to seek an answer? Have they set up their enquiry practically, demonstrating fair controls? Have they made any predictions grounded in current research Have they applied secondary sources to enhance learning and deepen understanding? Have they made both systematic and careful observations Has data been gathered in a variety of ways? Has data been classified? Can they show how data can be used to answer questions in different ways? The recording mechanisms are clear and accurate Have the results been scientifically explained with evidence supporting their conclusion? Working Scientifically ask relevant questions related to seasonal change and its impact on either flora or fauna Use different types of scientific enquiry to answer questions eg: a seasonal pond study will require depth measure and temperature will require thermometer Set up practical enquiries to test predictions and gather data Set up comparative and fair tests eg: rainfall in various areas of school grounds as well as pond depth measure each month Make systematic and careful observations – ensure that the information is both gathered carefully and accurately and in the same places at the same times Take accurate measures using standard units and using a range of equipment, including thermometers and data loggers Gather data in a variety of ways to help answer a question – if it’s how rainfall affects the environment then use rain gauge etc if temperature, then use thermometer Record data in a variety of ways to help answer a question…tabulate and then graph Classify data in a variety of ways to help answer a question eg: seasonal averages/ deciduous tress etc mammals/ invertebrates Present data in a variety of ways to help answer a question- show as a tally/ bar graph/ Venn etc Record findings using simple scientific language Record findings using drawing and labelled diagrams Record findings using keys – consider creating a key to show animal variation for each season Record findings using bar charts Record findings using tables Report on findings from enquiry using oral and written explanation…look at met office data and replicate Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions to your question Using results make predictions for new values Using results, make suggestions for improvements and raise further questions Identify differences, similarities and change related to simple scientific ideas and processes Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences

24. Trees The Enchanted Wood The children of the New Forest Alice in Wonderland Tarzan Noah Barleywater Runs Away The Sleeper and the Spindle The Famous Five The Children of Green Knowe Reading and Secondary Sources Whether the weather? Weather The four seasons of Lucy Mckenzie Daughter of Fire and Ice Under the weather The Weather Witch A small Pinch of Weather Twister Ninth Ward Hurricane Eye of the Storm Sun up, Sun down Chasing the sun Percy Jackson and the Lightening Thief ICT References NASA Climate Kids BBC Climate Change Bill Nye’s Climate Lab Camel Climate Change Games Climate Interactive – Tools Disaster Dynamics-Hurricane Landfall Gizmos by Explore Learning Global Carbon Budget METED by Comet NASA Space Race - PHET Storm Evader Weather and Climate Simulations by Cimis Animals The Hodgeheg Animals of Farthing Wood Just so stories Children of the Wild Cats Jungle Book The Island of Lost Horses The Butterfly Lion Jill Tomlinson Books Lucy Daniels Books The wreck of the Zanzibar – Morpurgo Why the whales came

25. YEAR 4 ICELANDIC EXPLORERS-ROCKS- SPRING 1 Scientific Language and speaking and listening Geology, geologist, mineralogist, petrologist Earth’s crust Physical properties Hardness (Mohs scale) Lustre (light reflection) Colour Streak, fracture, cleavage, density Rock, mineral Layer, pressure, heat Sandstone, granite, basalt, marble, limestone, chalk, clay, gravel, talc, flint Sedimentary, metamorphic, igneous magma Rock cycle Soil Organic, inorganic Matter, particle, chemical element Fossil, fossilised Grain Crystal Erosion Trapped Permeable, impermeable, hard, soft Sandy, clay, chalky, peat Science knowledge and understanding Compare and group different types of rock and soil based on their appearance (inc local environment) Compare and group different types of rock and soil based on their physical properties (inc local environment) Recognise that soils are composed of organic matter Know what organic matter is Explore different soils to identify their similarities and differences Investigate what happens when rocks are rubbed together Investigate what changes occur when rocks are immersed in water Observe rocks in the environment inc gravestones, buildings and explore why they have changed over time Use a hand lens or magnifier to identify and classify rocks according to whether they have grains or crystals Explore different types of living things that have become fossilised and the kind of rock they are found in Describe how a fossil is formed when living things become trapped in rock Assessment Can sort rocks into groups eg: hard or soft, permeable and impermeable Can use a lens to sort into granular or crystalline Can sort into igneous, metamorphic, sedimentary Can explain the difference between the thee types Can explain the rock cycle and change over time (erosion) Can explain the process of fossil formation Can describe the different properties of 3 soils and consider their uses Can explain the process of soil formation Can carry out a fair test on rocks and soils Can identify what kind of rock can be used for different purposes eg: house building…a water feature in a pond…a gravestone Working Scientifically ask relevant questions related to rock uses Use different types of scientific enquiry to answer questions eg: the type of rocks used for specific purposes Set up practical enquiries to test predictions and gather data eg: permeability Set up comparative and fair tests eg: rate of drainage of 100ml of water Make systematic and careful observations – ensure that the information is both gathered carefully and accurately and in the same places at the same times Take accurate measures using standard units and using a range of equipment, including thermometers and data loggers eg: weight of rock before and after immersion Gather data in a variety of ways to help answer a question – if its hardness…scratch ability and if it’s softness, mark ability Record data in a variety of ways to help answer a question…tabulate and then graph Classify data in a variety of ways to help answer a question eg: soils for best drainage Present data in a variety of ways to help answer a question- show as a tally/ bar graph/ Venn etc Record findings using simple scientific language Record findings using drawing and labelled diagrams Record findings using keys – consider creating a key for 4 rocks in identification eg: colour Light or dark….hard or soft…permeable impermeable Record findings using bar charts Record findings using tables Report on findings from enquiry using oral and written explanation…look at rock cycle and place examples of rocks next to each Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions to your question Using results make predictions for new values Using results, make suggestions for improvements and raise further questions Identify differences, similarities and change related to simple scientific ideas and processes Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous geologists: La Vinci…Darwin Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences

26. YEAR 4 DOCTOR…DOCTOR…ANIMALS INCLUDING HUMANS (Y3 AND Y4) AND SOUND- SPRING 2 Scientific Language and speaking and listening Nutrition, diet, nutritionist, dietician food, menu, balanced diet Protein, carbohydrate, fat, vitamin, mineral, fibre Calories, energy Body mas, body fat Hydration, hydrated Vegetarian, vegan Herbivore, carnivore, omnivore Health, unhealthy Skeleton, exoskeleton Main skeletal parts: Skull, clavicle, scapula, ribs, vertebra, pelvis, humerus, ulna, radius, femur, phalanges, tibia, fibula Vertebrate, invertebrate Muscles Main muscle groups Neck muscle, shoulder muscle, biceps, triceps, abdominal muscles, thigh muscle, calf muscle, shin muscle Support, protection, movement Science knowledge and understanding Identify that animals, including humans, need the right type and amount of nutrition Identify that they cannot make their own food inside their bodies Know that they get nutrition from what they eat Compare the diets of different animals (including pets) Decide on how to group animals according to what they eat (herbivore/carnivore/omnivore) Research different food groups and how they keep us healthy Know how to design a balanced menu Identify that humans and some other animals have skeletons for support, protection and movement Identify that humans and some other animals have muscles for support, protection and movement Know the main parts of the body associated with skeleton and muscles Work scientifically to identify and group animals with and without skeletons Observe and compare movements of animals with and without skeletons Understand what would happen if humans had no skeleton Assessment Can understand that animals need food intake for energy Can create a balanced diet using all food groups Can recognise that different animals require different diets Can group animals according to their diet Can label a skeleton with accurate bone names Can identify that other animals have a different skeletal framework Can name some muscle group and state its purpose Can group animals according to vertebrate or invertebrate Can understand that some animals have an exoskeleton Can identify how the skeleton aids movement Can identify how the muscles aid movement Can understand the purpose of the skeleton and muscles Working Scientifically ask relevant questions related to nutrition and skeletal framework Use different types of scientific enquiry to answer questions eg: the bones and muscle groups used in running/ sitting/ writing etc Set up practical enquiries to test predictions and gather data eg: what a herbivore eats Make systematic and careful observations – ensure that the information is both gathered carefully and accurately and in the same places at the same times Take accurate measures using standard units and using a range of equipment, eg: calorie counts for balanced meals Gather data in a variety of ways to help answer a question – what would happen if we had no skeleton (look at other animals and then hypothesise) Record data in a variety of ways to help answer a question…tabulate and then graph Classify data in a variety of ways to help answer a question eg: Do invertebrates only live in water? Present data in a variety of ways to help answer a question- show as a tally/ bar graph/ Venn etc Record findings using simple scientific language Record findings using drawing and labelled diagrams Record findings using keys - vertebrate/invertebrate…lays eggs/ has live young 2 legs, not 2 legs Record findings using bar charts Record findings using tables Report on findings from enquiry using oral and written explanation…purpose of the skeletal vertebra Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions to your question Using results make predictions for new values Using results, make suggestions for improvements and raise further questions Identify differences, similarities and change related to simple scientific ideas and processes Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous Doctors: Hippocrates, Jenner Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences

27. YEAR 4 DOCTOR…DOCTOR…ANIMALS INCLUDING HUMANS (Y3 AND Y4) AND SOUND- SPRING 2 CONTINUED Scientific Language and speaking and listening Digestion, digestive, digest Mouth, tongue, teeth, oesophagus, stomach, small intestine, large intestine, anus Saliva, enzymes Peristalsis Incisor, canine, molar Herbivore, carnivore Decay, filling, extraction, impressions, brace, dentist Tooth, tooth care, brush, floss, mouthwash, toothpaste Food chain, food web Producer, predator, prey, consumer Ear, ear canal, ear drum, inner ear, outer ear Hear, hearing, sound Vibration Pitch, higher, lower Strength, increase Volume, loudness, softness, fainter, Earmuffs, muffle, insulate insulation Instrument, music, notes Brass, strings, wind, percussion Science knowledge and understanding Describe the functions of the digestive system in humans eg: mouth, tongue, teeth, oesophagus, stomach, small intestine, large intestine, anus Label a diagram of the parts of the digestive system and state their purpose Identify the different types of teeth in humans and their functions Compare teeth of carnivores and herbivores and suggest reasons for the differences Know how to look after teeth and what damages them Construct food chains using terms producer, predator and prey Interpret food chains and webs identifying producer, predator and prey Assessment Can explain the sequence of digestion Can describe the function of each part of the digestive system Can identify different types of teeth and their functions Can explain the importance of caring for teeth Can construct a well ordered food chain with the producer and a final consumer Working Scientifically ask relevant questions related to digestion, nutrition and hearing Use different types of scientific enquiry to answer questions eg: what senses are used when we eat? Set up practical enquiries to test predictions and gather data eg: Can sound vibrate through water? Set up comparative and fair tests eg: distance a sound is carried Make systematic and careful observations – ensure that the information is both gathered carefully and accurately and in the same places at the same times Take accurate measures using standard units and using a range of equipment, including pitch change compared with vibration complexity Gather data in a variety of ways to help answer a question – which material is best for insulating against sound? Record data in a variety of ways to help answer a question…tabulate and then graph Classify data in a variety of ways to help answer a question eg: Do carnivores only have incisors? Present data in a variety of ways to help answer a question- show as a tally/ bar graph/ Venn etc Record findings using simple scientific language Record findings using drawing and labelled diagrams Record findings using keys – consider creating a key for 4 animals: Does it have molars? Does it have canines? Does it Record findings using bar charts Record findings using tables Report on findings from enquiry using oral and written explanation…look at rock cycle and place examples of rocks next to each Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions to your question Using results make predictions for new values Using results, make suggestions for improvements and raise further questions Identify differences, similarities and change related to simple scientific ideas and processes Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous geologists: La Vinci…Darwin Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences Science knowledge and understanding Identify how sounds are made using a range of instruments from around the world Associate sound with things vibrating Know that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produce it Find patterns between the volume of a sound and the strength of the vibrations that produce it Recognise that sounds get fainter as the distance from the sound source increases Make earmuffs from a variety of different materials and test which provide better insulation against sound Make and play their own instruments by using what they have found out on pitch and volume Assessment Can explain that sounds are carried as vibrations Can explain what pitch, and volume mean Can explain how vibration changes result in pitch and volume changes Can make an instrument with a specific planned sound and can vary its pitch and volume Can label a simple ear diagram

28. YEAR 4 SCENES OF THE SEA…LIVING THINGS- FOCUS CLASSIFICATION AND ENVIRONMENTAL CHANGE- SUMMER 1 AND 2 Scientific Language and speaking and listening Living things, animals, plants Classification, group Category, categories, Kingdom, phylum, class, order, family, genus creatures, fauna Plants, trees, flora Vertebrate, invertebrate Warm blooded, cold blooded Fish, bird, amphibian, reptile, mammal Snail, slug, spider, insect, worm Flowering plant, non flowering plant Aquatic, non aquatic Environment, habitat, local, locality, beach, foreshore, grassland, heathland, forest, woodland, tideline, nature reserve, pond, town, village, hedgerow Impact,change, positive, negative Human Guide, key, Identify, identification Population, people, development Litter, deforestation Assessment Can explain that living things can be grouped into 4 initial ways: vertebrate/ invertebrate/ flowering/ non flowering Can use a classification key to group animals in the phyla shown Can use a classification key to group plants in the phyla shown Can use a classification key to identify animals and plants using actual specimens or photos from the local environment Can create a simple key of the local habitat living things Can create a guide for others on the local environment flora and fauna Can identify how human environmental change has had a positive impact locally and in wider world Can identify how human environmental change has had a negative impact locally and in the wider world Working Scientifically ask relevant questions related to flora and fauna locally Use different types of scientific enquiry to answer questions eg: Do all plants have flowers? Set up practical enquiries to test predictions and gather data eg: pond and sea life are different Set up comparative and fair tests eg: the same tree has the same inhabitants all year Make systematic and careful observations – ensure that the information is both gathered carefully and accurately and in the same places at the same times Take accurate measures using standard units and using a range of equipment, including thermometers and data loggers eg: effect on flowering plants of temperature change or daylight hours Gather data in a variety of ways to help answer a question – Is a lion part of the cat family? Record data in a variety of ways to help answer a question…tabulate and then graph Classify data in a variety of ways to help answer a question eg: Classification based on physical observations eg: legs, skin covering, flowering, seeds etc Present data in a variety of ways to help answer a question- show as a tally/ bar graph/ Venn etc Record findings using simple scientific language Record findings using drawing and labelled diagrams Record findings using keys – to classify animals and plants Record findings using bar charts Record findings using tables Report on findings from enquiry using oral and written explanation…look at the animals spotted in locality and create a locality report Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions to your question Using results make predictions for new values Using results, make suggestions for improvements and raise further questions Identify differences, similarities and change related to simple scientific ideas and processes Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous biologists, taxonomists and ecologists: Carl Linnaeus, Darwin Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences Science knowledge and understanding Recognise that living things can be grouped in a variety of ways Use classification keys to group living things (flowering and non flowering plants and trees and animals) in the local environment Use classification keys to group living things (flowering and non flowering plants and trees and animals) in the wider environment Use classification keys to identify and name living things (flowering and non flowering plants and trees and animals) in the local environment Use classification keys to identify and name living things (flowering and non flowering plants and trees and animals) in the wider environment Group vertebrates in the following ways: fish, amphibians, reptiles, birds and mammals Group invertebrates into snails, slugs, worms, spiders and insects Group sea creatures in trip to Lepe Group plants into flowering (inc grasses) and non flowering eg: ferns and mosses Raise questions and answer questions that support identification of plants and animals in the local habitats Use and make a simple key to explore and identify plants and animals Make a guide to local living things Raise and answer questions based on observations of animals and their research Identify how the local habitat changes during the year Explore examples of positive human impact on the environment eg: nature reserve/ eco parks and garden ponds Explore the negative human impact on the environment eg: population, development, litter and deforestation

29. YEAR 4 FLOWOL - ELECTRICITY- SUMMER 2 Scientific Language and speaking and listening Electricity, electrical Circuit, series Buzzer, bulb, cell, switch, wire lamp, motor, fan, Battery loop, component Conductor, insulator Appliance Symbol Metal, copper, tin, aluminium non metal, rubber, plastic, acrylic, paper, card Bright, dim Circuit diagram Circuit board Flowol Materials Working Scientifically ask relevant questions related to electricity Use different types of scientific enquiry to answer questions eg: the type of components possible within a series circuit Set up practical enquiries to test predictions and gather data eg: The different way a series circuit can be set out and still light a bulb Set up comparative and fair tests eg: Using the same number of cells but placed in different positions along the circuit Make systematic and careful observations – ensure that the information is both gathered carefully and accurately and in the same places at the same times Gather data in a variety of ways to help answer a question – if I place two cells in the circuit, will the light be twice as bright? What are the limiting factors? Record data in a variety of ways to help answer a question…tabulate and then graph Classify data in a variety of ways to help answer a question eg: which materials make the best conductors Present data in a variety of ways to help answer a question- show as a tally/ bar graph/ Venn etc Record findings using simple scientific language Record findings using drawing and labelled diagrams Record findings using bar charts Record findings using tables Report on findings from enquiry using oral and written explanation…which metals did/did not form a link across a broken circuit Report findings using displays, presentations of results and conclusions. Using results, draw simple conclusions to your question Using results make predictions for new values Using results, make suggestions for improvements and raise further questions Identify differences, similarities and change related to simple scientific ideas and processes Use straightforward scientific evidence to answer questions Use simple straight forward scientific evidence to support their findings Research famous physicists: Faraday Notes and Guidance: Raise own questions about the world around them Make their own decision about the scientific enquiry to carry out to find the answer to their question recognise what a fair test is Set up a fair test and carry it out Talk about criteria for grouping Talk about criteria for sorting Talk about criteria for classifying Use a simple key Look or naturally occurring patterns and relationships Decide which data to collect to identify patterns and relationships Make decisions about what observations to make, how long to make them for and the equipment needed Learn to use new equipment eg: data loggers Collect data from own observations and measurements Use their notes, tables and standard units of measurement to decide how to record and analyse the data Look for changes, patterns and similarities in their data in order to draw conclusions and answer questions Identify new questions from the data, with support Make predictions for new values within or beyond the data they have collected, finding new ways to of improving on what they have already done Recognise when and how secondary sources might help them to answer questions that can’t be answered through practical investigation Use relevant scientific language to discuss ideas and communicate findings for different audiences Science knowledge and understanding Identify common appliances that run on electricity Construct a simple series electrical circuit Experiment with a variety of components: bulbs, buzzers, blades, motors, and switches Identify and name the basic parts in a series circuit inc: bulb, buzzer, switch, wire, cell Identify whether a lamp will light in a series circuit based on whether the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit Associate the switch opening and closing the circuit as to whether the bulb lights up or not Create and then use the circuit for a particular device Draw the circuits and extend into accuracy of symbols where appropriate Recognise some common conductors Recognise some common insulators Associate metals with being good conductors Understand health and safety in working with electricity Observe patterns eg: brightness of bulb if more cells are added, that metals tend to be electrical conductors, that some materials can be used to connect across a gap in a circuit and some cannot Use the terminology of voltage and current Assessment Can state from a range of appliances, which use electricity Can construct a simple series circuit Can include and operate the switch Can change something in a simple series circuit Can build a simple series circuit for a specific purpose Can identify an observable change in a series circuit through addition of extra cells Can identify materials as good or bad conductors Can draw and label several different series circuits with accuracy Can identify circuits from diagrams that will not work Can identify circuits with a specific role eg: brightest/ fastest motor etc Can explain the safety elements of working with electricity

30. YEAR 5 LONGITUDINAL STUDY-UNDER ONE ROOF – OBSERVE AND TRACK CHANGES ACROSS THE YEAR AND CENTURIES AND IDENTIFY AND MEASURE ASTRONOMICAL DIFFERENCES IN OUR SOLAR SYSTEM -. CREATE A DISPLAY OF PUPILS’ OWN QUESTIONS, OBSERVATIONS, GRAPHS, TABLES, MEASURES, PHOTOS, ART WORK, DRAWINGS AND CONCLUSIONS Scientific Language and speaking and listening Universe, planet, star, celestial body, moon, solar system, space station, satellite, meteor, meteorite, comet, dwarf planet, sky, environment astronaut, cosmonaut, space scientist, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, the Sun, the Moon atmosphere, composition, orbit, movement, rotation, axis, map, guide, route, compass points, direction origin, infinity, dark, light, telescope, observatory, planetarium gravity, gravitational pull, force, law Newton, Ptolemy, Alhazen, Copernicus, Darwin, Hawkins, etc Christianity, Paganism, worship, God, power Stonehenge, sundial, Predict, hypothesis, scientific evidence, conclusions, sources, observation, measures, equipment, variables, test, relationship, data Science knowledge and understanding Describe how the movement of the Earth controls the number of daylight hours and that it is this that changes where the sun appears in the sky and not the sun rising and falling Know that this is different depending where on the world you live and why Understand the effect this has on sleep, working hours, jobs etc (human geo) Know that the stars and Moon do not go away in the day and neither does the Sun at night Predict how the sky might look if you lived on another planet…would the view change and if so…how? Identify the Sun as a star, central to our solar system Understand and know the names and whereabouts of the other planets in relation to the Sun and Earth and that just because we can’t see them, doesn’t mean they are not there Consider how telescopes enable us to map the sky in greater detail Identify and know other celestial objects and their purpose eg: space station, satellites etc Know that any moon (Earth has one) is a celestial body orbiting a planet (Jupiter has 4 large+ many small moons) Describe the movement of other planets relative to the Sun and what we might expect to see depending on the time we look to the skies Describe the movement of the Moon relative to Earth Have an understanding of its purpose, origin, life span and history etc and how this has had an impact on human kind religiously and scientifically eg: Sun God and time telling…Stonehenge Know that many scientists have studied the universe and what their theories suggested including current theories: eg: Ptolemy, Alhazen, Copernicus, Darwin, Religious beliefs eg: Creation stories etc and Stephen Hawkins Know that the geocentric model of the solar system was replaced by a heliocentric model Understand a star map and how it changes Create an accurate star map with main celestial bodies placed Identify figures within the star map and their origin Consider whether early man living in Blackfield would be looking at the same star map Consider how this map would look if you lived in Australia etc or on the Moon Understand the notion that other solar systems may exist and that the universe represents infinity Understand the effect of gravity on the solar system Know the difference between astronomy and astrology Assessment Is the question multifaceted to allow for enquiry? Has the enquirer researched current theory and identified what this research indicates? Has the enquirer identified any historic research on the matter? Does the enquirer have a sound understanding of the movement of the bodies in the solar system? Explain that the movement of the Earth is what dictates the position of the Sun and stars Can the enquirer comment on how the time of day affects the view of what can be seen above Has a prediction been made to identify the possible solution and is this based on any findings? How well has the enquiry been planned Has the enquirer selected measurement techniques and carried them out accurately? Have they been collected systematically in some way Have the findings been represented graphically to evidence a conclusion Have the conclusion/s been drawn up using scientific language? Do the star maps show a deeper understanding of astronomy? Working Scientifically Identify current research into the bodies in the sky…create a glossary of terms Identify historic research into astronomical charts astronomers in history and what their key findings were and how theories changed over time Consider how religious theories and belies fit with the scientific Look at the work of astrologists and what it means to be : ‘born under the sign of…’ Using secondary sources, explore the history of telling the time and carry some of these out as experiments and comment on their validity, strengths and weaknesses Identify a range of key questions that you want the answer to eg: If I stand in Blackfield and look up in the summer, will I see the same picture as in the winter? When someone in Australia looks up at the night sky will their picture be the opposite of mine? Did stone age man live under exactly the same roof as me? If there was no gravity, would the solar system look the same? What is it possible to see in the solar system with the naked eye? Dis Copernicus see the same things as me? Seafarers used the stars to guide them…how? Discuss this as possible research with a partner with the view to identifying one question each that lends itself to graphical interpretation Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pupil and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify celestial bodies Identify patterns in the observable sky and compare on different days Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements eg: Daylight hours…time (sun dial) Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected eg: Winter compared with summer Identify evidence to refute or support their hypothesis eg: All humans see the same night sky/ All Martians would see the same night sky but it would be different from ours. Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

31. Space and Time George's Secret Key to the Universe by Lucy and Stephen Hawking Doctor Who and the Daleks by David Whitaker A Wrinkle in Time by Madeleine L'Engle The Comic Strip History of Space by Sally Kindberg and Tracey Turner Kings of Space by Capt WE Johns Space, Black Holes and Stuff by Glenn Murphy Larklight by Philip Reeve Aliens Love Underpants by Claire Freedman and Ben Cort Pathfinder A Todd Hunt Moon Adventure Angie Sage The Time and Space of Uncle Albert by Russell Stannard The Solar System (Usborne Beginners) Astronaut Handbook Meghan McCarthy Moonshot: The Flight of Apollo 11 by Brian Floca Lost in the Solar System George and the Big Bang by Lucy Hawking, Stephen Hawking Reading and Secondary Sources Under one Roof. The Sun, The Moon and stars If You Decide To Go To The Moon by Faith Older than The Stars by Karen C. Fox Nancy Davis Footprints on the Moon by Mark Haddon, Christian Birmingham Our Stars by Anne F. Rockwell How to catch a star - Jeffers Lost: A Moon: original title: PHOBOS Sun Thief Paperback – by Jamie Buxton Time Riders Alex Scarrow The Secrets of Stonehenge Paperback – by Mick Manning ICT References 50 things to see with a small telescope John Reed Star Walk Kids Solar Walk Atoms Space world 8 Planets Space mission Brain Games Space Fun NASA Kids Club Britannica Kids Solar System Cyberchase The lost Orbit Night sky Skymap Mobile Observatory NASA App Explorium Planets The Jupiter Chronicles: The Secret of the Great Red Spot by Leonardo Ramirez Children of Mars by Paul G. Day Out of the Silent Planet by CS Lewis Planet Earth Usborne Beginners Artemis Fowl by Eoin Colfer Hyperspace High Crash Landing by Zac Harrison FANTASY / ADVENTURE Planet of the Apes Planet Hell by Joan Lennon The Story of the Blue Planet The Robot Planet Astronauts 9: The Planet of Peril

32. YEAR 5-BORN SURVIVOR- AUTUMN 1- PROPERTIES AND CHANGES OF MATERIALS-REVERSIBLE AND IRREVERSIBLE CHANGE, CONDUCTIVITY, MAGNETISM Scientific Language and speaking and listening Chemist, chemistry, pharmacy, pharmacology, pharmacologist Reversible Irreversible Change Material, substance : metal, wood, plastic Properties: hardness, solubility, transparency, Conductivity, conductor, electricity, electrical, thermal Switch, bulb, motor, cell, wire, circuit, series Compare, group Dissolve, solution, solute, Solid, liquid, gas mixture, mix Separated Filter, sieve, evaporate Comparative test, fair test Burn, melt Rust Magnetic, magnetism, force, moment, poles, attract, repel Science knowledge and understanding Compare everyday materials based on their properties: hardness, solubility, transparency, conductivity (electrical and thermal) Group using the property of magnetism linked to work in Year 3 Group according to conductivity linked to electricity from Year 4 Group everyday materials based on their properties: hardness, solubility, transparency, conductivity (electrical and thermal) and response to magnets Know that some materials will dissolve in liquid to form a solution Describe how to recover a substance from a solution Know and use the knowledge of solids, liquids and gasses to decide how mixtures might be separated using the following processes: Filtering, Sieving, Evaporating Give reasons from comparatives and fair tests for the uses of everyday materials: include metals, plastics and wood Carry out tests in response to questions regarding materials Observe and compare changes that take place Recognise that dissolving and melting are different processes Demonstrate that dissolving, mixing and changes of state are reversible changes Explain that some changes result in the formation of new materials Know that this kind of change is not usually reversible Explore and evidence irreversible change through burning, rusting and acid+ bicarbonate of soda Observe that some materials will feel hotter than others when a heat source is placed against them Research and discuss how chemical changes have an impact on our lives Discuss the creative use of new materials such as polymers, super-sticky and super-thin materials. Understand health and safety in exploring both electricity and burning of materials Find out how chemists create new materials eg; Spencer Silver, who invented glue for sticky notes and Ruth Benerito, who invented wrinkle free cotton Electricity link Group materials according to conductivity linked to electricity from Year 4 Observe that some conductors will produce a brighter bulb in a circuit than others Assessment Can group materials based on a range of properties: hardness, solubility, transparency, conductivity (electrical and thermal) and magnetism Can identify materials as being soluble Can describe the process of solubility and how to recover a substance from a solution Can use their knowledge of solids, liquids and gasses to decide how a mixture can be separated Can explain the process of filtering, sieving and evaporating to separate solids, liquids and gasses Can give reasons based on fair tests for the particular use of everyday materials Can demonstrate what dissolving and mixing are Can demonstrate that dissolving, mixing and changes of state are reversible Can explain and give examples that some changes result in the formation of new materials Can explain why some changes are not reversible Can explain that some changes result in new materials Working Scientifically Identify current research into reversible change Identify historic research into alchemy Consider how changes can be reversible and irreversible and categorise Look at the work of chemists Using secondary sources, explore the history of telling the time and carry some of these out as experiments and comment on their validity, strengths and weaknesses Identify a range of key questions that you want the answer to eg: If I heat a substance, can I cool it and have the same material at the end? Which materials are thermo conductive? How does a rechargeable battery become re-energised? When a substance is dissolved, can it always be separated? Do all substances become a gas at 100 degrees? Do all substances freeze at 0 degrees? Are all metals magnetic? Can you remagnetise a metal? What new materials can I produce using simple household substances? Can substances be categorised in more than one way? What new materials have been produced this century? Discuss this as possible research with a partner with the view to identifying one question each that lends itself to graphical interpretation Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence eg: all metals will enable a break in a circuit to be repaired as they conduct electricity….I discovered that this was not true because… Compare your findings to that of another pupil and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify celestial bodies Identify patterns in the observable sky and compare on different days Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements eg: Daylight hours…time (sun dial) Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected eg: Winter compared with summer Identify evidence to refute or support their hypothesis eg: All humans see the same night sky/ All Martians would see the same night sky but it would be different from ours. Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

33. YEAR 5 – LOST IN SPACE – AUTUMN 2- EARTH, PLANETS, SUN AND MOON-MOVEMENTS, DESCRIPTIONS, ASTRONOMY AND ASTRONOMICAL CLOCKS AND GRAVITY Scientific Language and speaking and listening Universe, planet, star, celestial body, moon, solar system, space station, satellite, meteor, meteorite, comet, dwarf planet, sky, environment astronaut, cosmonaut, space scientist, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, the Sun, the Moon atmosphere, composition, orbit, movement, rotation, axis, map, guide, route, compass points, direction origin, infinity, dark, light, telescope, observatory, planetarium gravity, gravitational pull, force, law Newton, Ptolemy, Alhazen, Copernicus, Darwin, Hawkins, etc Christianity, Paganism, worship, God, power Stonehenge, sundial, Predict, hypothesis, scientific evidence, conclusions, sources, observation, measures, equipment, variables, test, relationship, data Science knowledge and understanding Explain both day and night through the use of a model of the Sun and the Earth Know that the Sun is a star at the centre of the solar system Know that the solar system has 8 planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and know the order Understand that a moon is a celestial body Know that a moon orbits a planet Know that Earth has one moon, Jupiter has 4 large moons and numerous smaller moons Understand and know that ideas about the solar system have changed over time Understand how the geocentric model of the solar system gave way to the heliocentric model Consider the works of: Ptolemy, Alhazen and Copernicus Compare the time of day at different places on the Earth through internet links and direct communication (Bruneiii!) Create a simple model of the solar system Construct a shadow clock Construct a sundial Calibrate the the sundial and shadow clock to show midday and the start and end of the school day Find out about other solar structures like Stonehenge that have been used as astronomical clocks Know that it is unsafe to look at the sun, even if wearing dark glasses etc Describe how unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Find out how scientists developed the theory of gravity: Isaac Newton and Galileo Galilei Assessment Can they describe the movement of the Earth relative to the Sun in the solar system? Can they describe the movement of other planets relative to the Sun in the solar system? Can they describe the movement of the Moon relative to the Earth? Can they describe the Earth, Moon and the Sun as approximately spherical bodies? Can they use the idea of the Earth’s rotation to explain day and night? Can they use the idea of the Earth’s rotation to describe and explain the apparent movement of the Sun across the sky? Can they explain why an unsupported object falls to Earth? Can they explain the force of gravity and it’s effect? Working Scientifically Identify current research into the planets and create a fact file Identify historic research into astronomical charts astronomers in history and what their key findings were and how theories changed over time Consider how religious theories and belies fit with the scientific Look at the work of astronomers and how their theories and equipment has changed over time Using secondary sources, explore the history of telling the time and carry some of these out as experiments and comment on their validity, strengths and weaknesses Identify a range of key questions that you want the answer to eg How hot is it on the other planets relative to their distance from the Sun? Is it possible to journey to the centre of the Earth? Is it possible for us to inhabit another planet? Do all moons move in the same way? What’s the difference between a moon and a star? Discuss this as possible research with a partner with the view to identifying one question each that lends itself to graphical interpretation Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pupil and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify celestial bodies Identify patterns in the observable sky and compare on different days Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements eg: Daylight hours…time (sun dial) Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected eg: Winter compared with summer Identify evidence to refute or support their hypothesis eg: All humans see the same night sky/ All Martians would see the same night sky but it would be different from ours. Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

34. YEAR 5 -LOST IN SPACE- LIGHT AND SHADOWS Scientific Language and speaking and listening light, sun, light source reflect, reflection, reflective, reflector shadow image mirror surface travel, travelling periscope, kaleidoscope eye, retina, pupil, optic nerve direction straight, vertical, horizontal, diagonal angle of reflection angle of incidence incident ray light waves smooth conducting incoming, outgoing surface interface diffuse surface Shadow, cast Ophthalmic, optician, glasses, optometry Science knowledge and understanding Build on the work from year 3 on light and shadows Explore the way in which light behaves, including light sources, reflections and shadows Make predictions about shadows and reflections Make decisions on light related designs eg: where to place a rear view mirror on a car, Design and make a periscope Explain how light travelling in straight lines enables a periscope to work Investigate the relationship between light sources, objects and shadows using puppets Look at light phenomena including rainbows, colours on soap bubbles, objects looking bent in water and coloured acetate filters Recognise that light appears to travel in straight lines Use the idea of light travelling in a straight line 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 the light source to our eyes Explain that we see things because light travels from the light sources to an object and then into our eyes Use the idea that light travels in straight lines to explain that shadows have the same shape as the objects that cast them Assessment Can explain that light travels in straight lines Can explain that objects are seen because they reflect light into the eye Can explain that objects are seen because they give out light into the eye Can explain that we can see because light travels from a light source to our eyes Can explain that we can see because light travels from a light source to an object and then to our eyes Explain how a shadow is formed Explain how because light travels in straight lines, shadows have the same shape as the objects that cast them Working Scientifically Identify current research into optometry Identify historic research into light sources Look at the conditions of the eye Read a sight chart Consider the effect of bouncing light using mirrors Research through secondary sources how many mirrors could be used until light energy is completely absorbed Identify a range of key questions that you want the answer to eg: Does light ever bend? What colours are best for absorbing light? What is the similarity between light and heat Discuss this as possible research with a partner with the view to identifying one question each Narrow this down to one question through ensuring that your question lends itself to graphical interpretation through comparing at least 2 variables so that you can create a Venn, Bar, line and scatter. Working with a partner who may have a similar or different enquiry: Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pair and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class and to the teacher and parents of the young person Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify and describe living things and materials Identify patterns in the natural environment Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected Identify evidence to refute or support their hypothesis Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

35. YEAR 5 –DRAGON RIDERS OF BERK- FORCES – AIR RESISTANCE, WATER RESISTANCE, LEVERS, PULLEYS AND GEARS Scientific Language and speaking and listening Scientist, physicist Force Resistance, air resistance, water resistance Gravity, gravitational, newton friction Pull, push Falling, fall Slow, brake Surface Mechanism, mechanical, mechanic machine Develop, design Theory, hypothesis, prediction, predict Product Lever Pulley, pulleys Gear spring Movement Parachute Science knowledge and understanding Understand what happens when an object falls Know that the surface area affects the rate of fall because of air resistance eg: paper cake case/ cone/ parachutes Raise questions about air resistance on observing falling objects Understand how nature has created seed cases that enable air resistance to work for them eg: sycamore seeds Compare things in nature with manmade eg: parachutes Identify the effects of water resistance that act between moving surfaces Recognise that some mechanisms allow a smaller force to have a greater effect eg: lever, pulley, gear, spring Understand levers, pulleys, gears and springs through designing and making a product Know about water resistance by making and testing boat shapes Assessment Can they explain the effect of air resistance? Can they explain the effect of water resistance? Can they recognise that a smaller force can have a greater effect in designing levers Can they recognise that a smaller force can have a greater effect in designing pulleys? Can they recognise that a smaller force can have a greater effect in designing with gears? Can they use the language of forces in describing their models and labelling their diagrams? Working Scientifically Identify current research into mechanical force Identify historic research into the works of newton or Galileo Consider how theories have changed through history Look at the work of current mechanical engineers Using secondary sources, look at how mechanical weaponry was designed using levers and pulleys Identify a range of key questions that you want the answer to eg: If there was no air resistance (vacuum) then how would it effect the rate of falling object? Where is the best point on a lever for maximum impact? Is it easier to push or to pull a heavy object? Can a pulley system be easier than lifting by hand? How do gears work? What is the purpose of gears within a mechanism? What is the purpose of a spring within a mechanism? If building a modern trebuchet, could springs or gears be helpful? How would a modern trebuchet be more effective than one built in the dark ages? Discuss this as possible research with a partner with the view to identifying one question each that lends itself to graphical interpretation Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pupil and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify celestial bodies Identify patterns in the observable sky and compare on different days Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements eg: Daylight hours…time (sun dial) Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected eg: Winter compared with summer Identify evidence to refute or support their hypothesis eg: All humans see the same night sky/ All Martians would see the same night sky but it would be different from ours. Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

36. YEAR 5 –COAST TO CALIFORNIA-SUMMER 1- LIVING THINGS AND THEIR HABITATS Scientific Language and speaking and listening Life cycle Animal, fauna Plant, flora Environment, habitat, locality Variety Flowering plant, tree, non flowering plant, vegetation Naturalist, behaviourist, ecologist, biologist, botanist Reproduction, sexual, asexual, reproduce Rainforest, grassland, desert, ocean, Prehistoric Parent plant tuber Cutting Root, stem, seed, bulb Hatching, growing, developing, develop Mammal, amphibian, insect, bird Science knowledge and understanding Describe the difference in life cycles between a mammal, an amphibian, an insect and a bird Describe the life processes of reproduction in some plants and animals Study and raise questions about the local environment regarding animals and plants Observe the life cycle of plants in vegetable garden, in trees and in flower beds Observe the life cycle of animals in the locality Find out about the work of naturalists and animal behaviourists David Attenborough and Jane Goodall Know about sexual reproduction in plants Know about asexual reproduction in plants Know about sexual reproduction in animals Compare local plants with those around the world and those adapted to life in California, rainforests, oceans, deserts and prehistoric times Compare local animals with those around the world and those adapted to life in California, rainforests, oceans, deserts and prehistoric times Suggest reasons for similarities and difference between animals or plants in different time or geographical zones Grow new plants from different parts of the parent plant eg: seeds, root cuttings, tubers, bulbs Observe changes in an animal over a period of time eg: hatching chickens Compare how different animals reproduce and grow Assessment Can describe the difference in reproduction and life cycle between: Mammal Amphibian Insect Bird Can describe the sexual reproduction of a plant Can describe the sexual reproduction of an animal Can describe asexual reproduction in a plant Can label a diagram of the life life cycle in a plant Can label a diagram of the life cycle of each of the animals above Can explain the main differences between mammals and non mammals Working Scientifically Identify current research into plant reproduction technology Identify historic research into prehistoric plants and animals and how they relate to today’s living things eg: ferns Consider how animals have evolved through time…stronger/ fitter/ more suited to environment….think about why elephants are no longer woolly. Look at the work of naturalists and how conservation helps us to preserve species Using secondary sources, to explore regional difference eg: Would you find rabbits in California? What about badgers? Blackbirds? Etc What adaptations would certain animals or plants need to make in order to survive in California’s hot sun? (eg: more vascular plants) Identify a range of key questions that you want the answer to eg: Which animals and plants are common to each region and how many are common to all regions? What are the differences between asexual and sexual reproduction and do both require a male and female? Although sexual reproduction occurs in snails, what is special about the process? What are the main differences between the reproduction between each of the animal groups? How does the reproduction of a non flowering plant occur? Discuss this as possible research with a partner with the view to identifying one question each that lends itself to graphical interpretation Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pupil and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify celestial bodies Identify patterns in the observable sky and compare on different days Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements eg: Daylight hours…time (sun dial) Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected eg: Winter compared with summer Identify evidence to refute or support their hypothesis eg: All humans see the same night sky/ All Martians would see the same night sky but it would be different from ours. Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

37. YEAR 5 –DYSON-FORCES-FRICTION AND AIR RESISTANCE IN MAKING A WHEELED VEHICLE Scientific Language and speaking and listening Scientist, physicist Force Resistance air resistance, newton friction Pull, push Slow, brake Surface Mechanism, mechanical, mechanic machine Develop, design Theory, hypothesis, prediction, predict Product Movement, dynamics Vehicle Motor, Motorised Reverse, forward, turn, rotate Science knowledge and understanding Experience forces that make things move : push Experience forces that make things move: pull Experience forces that make things speed up Experience forces that make things slow down eg: brake on a bike Identify the effects of air resistance that acts between moving surfaces Understand the effect of using different materials as a surface on which to move Understand the effect of a ramp angle on speed of movement Know how to select materials for minimum resistance Know how to measure the angle of a ramp for maximum efficiency Understand the principle of attaching wheels to an axil Understand the principle of motorising one axil Understand how some friction is required between a surface and a wheel to prevent it from slipping Assessment Can they explain the effect of air resistance? Can they explain the effect of friction? Can they use the language of forces in describing their models and labelling their diagrams? Can they increase the speed of their vehicle using forces knowledge? Can they increase the movement precision of their vehicle through resistance knowledge? Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify celestial bodies Identify patterns in the observable sky and compare on different days Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements eg: Daylight hours…time (sun dial) Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected eg: Winter compared with summer Identify evidence to refute or support their hypothesis eg: All humans see the same night sky/ All Martians would see the same night sky but it would be different from ours. Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time Working Scientifically Identify current research into mechanical forces Consider how theories have changed through history eg: the 3 and 4 wheels stability Look at the work of current mechanical engineers Using secondary sources, look at how weight and speed ratios matter Identify a range of key questions that you want the answer to eg: How do gears work? What is the purpose of gears within a mechanism? If I use more wheels, will the car be more stable? If I use a motor that turns 2 axils, is this better than it turning one axil? Discuss this as possible research with a partner with the view to identifying one question each that lends itself to graphical interpretation Identify any research that refutes or supports your argument/ statement/ enquiry Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pupil and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class

38. YEAR 6 LONGITUDINAL STUDY-HUMAN CHANGE – OBSERVE CHANGES ACROSS THE YEAR AND MEASURE RATES OF GROWTH DEVELOPMENTALLY - PHYSICALLY AND COGNITIVELY. CREATE A DISPLAY OF PUPILS’ OWN QUESTIONS, OBSERVATIONS, GRAPHS, TABLES, MEASURES, PHOTOS AND CONCLUSIONS Scientific Language and speaking and listening living things, mammals etc group, classification, phylum, species, division, breed vertebrate, invertebrate, key environment, habitat, surroundings adaptation, evolution, inheritance, change, offspring, genes, evolution, variety, variation, identical, characteristics, survive, survival advantage, disadvantage, refute, support measurable, quantitative, qualitative, accuracy observation, enquiry, hypothesis, argument, prediction, result control, variable, fair, equipment, accuracy, precision, repeated, appropriate, recording, conclusion, causal relationship data, diagram, label, classify table, key, scatter, bar, line graph research, sources, scientists, historical evidence Carl Linnaeus, Charles Darwin, Alfred Wallace etc Science knowledge and understanding Use a classification key to identify the similarities and differences between humans and other mammals Recognise that human beings have changed over time Research early man and evidence of development over the millennia Recognise that living things produce offspring of the same kind Identify that offspring can vary and are not identical to their parents Identify how humans are suited to their environment Identify human adaptation over the millennia Identify human adaptation as a baby grows to adulthood Consider the role of genetics at a surface level Plan an enquiry related to a question on the development of a child over a period of 1 year Consider in measuring both physical and cognitive change how to control any variable and maintain a fair test Take a range of quanreattitative measure eg: height each month/ weight each month / number of bricks they can count/ number of words they can say/ colours they can name and repeat these every month throughout the year Take some qualitative measures eg: pencil grip, throwing a ball, food choices etc and repeat over the year Create scientific diagrams eg: Venn f shoe size compared with height Create classification keys to show the place of the human Create tables of data to show eg: height Create scatter graphs to measure two variable eg: how many cubes they can hold compared with hand span Create bar graphs of favourite foods etc Create line graphs to show eg: distance run and time taken Make predictions before each subsequent set of tests Report and present your findings to the parents of the child, including conclusions, causal relationships and explanations Create a display of all results and findings Identify further scientific evidence that you support or can now refute eg: Gender gap ideas or whether birthday impacts on development Assessment Is the question multifaceted? Has the enquirer researched current theory and identified what this research indicates? Has the enquirer identified any historic research on the matter? Does the enquirer have a sound understanding of how humans developed over time relative to their environments? Explain how humans have adapted to their environment Can the enquirer comment on why children bear a resemblance to their parents and why variation occurs? Has a prediction been made to identify the possible solution and is this based on any findings? How well has the enquiry been planned Has the enquirer selected measurement techniques? How accurate are these measures Have they been collected systematically in some way Have the findings been represented graphically to evidence a conclusion Have the conclusion/s been drawn up using scientific language? Working Scientifically Identify current research into child development Identify historic research into child development Look at Carl Linnaeus and classification tables Learn the mnemonic for identifying mammals and living things Consider the development of a human baby from birth to 6 and identify what developments-physical and cognitive-take place using secondary sources Identify a range of key questions that you want the answer to eg: Do boys and girls grow at the same average rate? Do girls or boys learn to read and count more accurately at a faster rate? Is there a relationship between birthday and ability to read and count? Discuss this as possible research with a partner with the view to identifying one question each Narrow this down to one question through ensuring that your question lends itself to graphical interpretation through comparing at least 2 variables so that you can create a Venn, Bar, line and scatter. Working with a partner who may have a similar or different enquiry: Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pair and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class and to the teacher and parents of the young person Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify and describe living things and materials Identify patterns in the natural environment Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected Identify evidence to refute or support their hypothesis Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

39. Growing Up How Did I Begin?: How Did I Begin? by Mick Manning Mummy Laid An Egg! by Babette Cole The Hobbit Tolkien Tracey Beaker Millions by Frank Cottrell Boyce A Monster Calls by Patrick Ness Flour Babies by Anne Fine Goodnight Mister Tom by Michelle Magorian Private Peaceful by Michael Morpurgo Eleven Paperback – 14 Jan 2014 by Tom Rogers Anne Frank The Boy Who Biked the World The secret Seven The famous Five Reading and Secondary Sources Life and Evolution ICT References NHM Evolution Woodlands Science site - Adaptation Invasives and Aliens – Plant Tracker App Alchemy – Genetics Ancel and Clair – Dinosaurs Happy Little Farmer Ibiome Foldify Zoo Taco Nature Quirkies Evolution Genetics and evolution Evolution Revolution – by Robert Winston Evolve or die What Mr Darwin Saw –by Mick Manning Our Family Tree: An Evolution Story by Lisa Westberg Peters Born With A Bang: The Universe Tells Our Cosmic Story - Jennifer Morgan Little Changes by Tiffany Taylor 5 children and It Stig of the Dump MAMMALS WHO MORPH: The Universe Tells Our Evolution Story Inside The Beagle with Charles Darwin by Fiona Macdonald The Stick Man With a Big Bum Fossils The Fossil Girl Paperback – by Catherine Brighton Stone Girl Bone Girl: The Story of Mary Anning of Lyme Regis by Laurence Anholt The Pebble in my Pocket: A History of Our Earth by Meredith Hooper Jurassic Park - Crichton

40. YEAR 6- EVOLUTION AND INHERITANCE – DINOSAURS AND FOSSILS- JURASSIC WORLD- AUTUMN 2 PART 1 Scientific Language and speaking and listening Evolution, change Adaptation, variation, identity, identical Genetics, inheritance, characteristics Genes, chromosomes, ancestry, parentage, parents Offspring, children, siblings, breeds Living things, animals, plants, fauna, flora Inhabited, habitat, environment, locality Fossils, palaeontology Survive, survival Suit, suited, unsuited Conditions Taxonomy, key, identify, identification Advantage, disadvantage Theory, research, experiment, analyse, analysis, study Species, origin Science knowledge and understanding Recognise that living things have changed over time Build on knowledge from Year 4 on rocks and fossils Build on knowledge from Year 3 on how living things on Earth have changed over time Recognise that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that all living things produce offspring of the same kind Recognise that offspring vary and are not identical to their parents Understand that characteristics are passed from parents to offspring eg: in different breeds of dog, what happens when Labradors are crossed with poodles,. Identify how animals are adapted to suit their environment in different ways Identify how plants are adapted to suit their environments in different ways Recognise that adaptation leads to evolution Understand that variation over time can make animals more or less able to survive in particular environments eg: Long necks of giraffe, insulating fur of arctic fox. Observe and raise questions about local animals and how they are adapted to the environment Compare how some living things are adapted to survive in extreme conditions eg: cactus, penguin, camel Analyse the advantages and disadvantages of specific adaptations such as being on 2 feet instead of 4, having a long or a short beak, having gills or lungs, having tendrils, having brightly coloured flowers or having scented flowers Research the work of Mary Anning and other palaeontologists Research the work of Charles Darwin and Alfred Wallace and their ideas regarding evolution Assessment Can recognise that living things have changed over time Can explain how fossils and bones provide clues as to the changes that have taken place Can recognise that change happens over long periods of time eg: humans Can understand what inhabited the Earth millions of years ago by referencing fossils Can recognise that living things produce offspring of the same kind (species) in different ways eg: sexual/asexual reproduction Can explain why and how offspring vary and are not identical to their parents Can identify how animals are adapted to suit their environment using examples Can identify how plants have adapted to suit their environments in different ways eg: seed dispersal Can explain how some changes have led to evolution Can explain the importance of the work of Charles Darwin and know something of his life and history and his impact on our understanding of The Origin of the Species. Working Scientifically Identify current research into animal adaptation through breeding programmes eg: labradoodle Identify historic research into natural selection Look at Carl Linnaeus and classification tables Read the findings of Mary Anning Consider the evolution theory Darwin Research through secondary sources variation Identify a range of key questions that you want the answer to eg: What do fossils tell us about the development of animals? Are there animals currently living that bare a close relationship to the fossils found? Could any of the animals discovered through fossils live today? How did humans develop over time? Is there a fossil to represent each of the main classification groups…why? Discuss this as possible research with a partner with the view to identifying one question each Narrow this down to one question through ensuring that your question lends itself to graphical interpretation through comparing at least 2 variables so that you can create a Venn, Bar, line and scatter. Working with a partner who may have a similar or different enquiry: Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pair and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class and to the teacher and parents of the young person Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify and describe living things and materials Identify patterns in the natural environment Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected Identify evidence to refute or support their hypothesis Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

41. YEAR 6 LIVING THINGS AND THEIR HABITATS – CLASSIFICATION THOUGH TAXONOMY- AUTUMN 2 PART 2 Scientific Language and speaking and listening classification, taxonomy classify, classified, group, sort, categories identification characteristics, identity, features similarities, differences divisions, subdivisions observations pioneer, Darwin, Linnaeus familiar., unfamiliar vertebrate, invertebrate kingdom, phylum, class, order, family, genus mammal, bird, fish, amphibian, reptile snail, worm, insect, spider micro-organism, amoeba, bacteria, virus flowering, non-flowering tree, plant, shrub fruit bearing, seed, flower, inflorescence, algae, seaweed, fungi, moss, fern, lichen, indigenous, foreign Morphology, genetics, diversity Science knowledge and understanding Describe how living things are classified into broad groups with common observable characteristics Describe how classification is based on similarities and differences Include animals, plants and micro-organisms Give detailed reasons for the classification of plants based on specific characteristics Give detailed reasons for the classification of animals based on specific characteristics Apply understanding from classification in Year 3 and 4 Learn the subdivisions for classification Through direct observations, classify invertebrates into at least the following: insect, spider, snail, worm Through direct observation and research, classify vertebrates into at least the following: fish, amphibian, reptile, bird, mammal Develop an understanding of the significance of the work of both Darwin and Linnaeus as pioneers of classification (Taxonomy) Use classification systems and keys to identify plants in immediate environment Use classification systems to identify animals in immediate environment Research unfamiliar plants from a broad range of habitats and classify them Research unfamiliar animals from a broad range of habitats and classify them Assessment Can describe how things are classified into broad groups Can explain using observable characteristics how something is classified Can explain how characteristics are based on similarities and differences in animals Can explain how characteristics are based on similarities and differences in plants Can explain how characteristics are based on similarities and differences in micro-organisms Can give reasons for classifying plants based on specific characteristics Can give reasons for classifying animals based on specific characteristics Working Scientifically Identify current research into animal classification through breeding programmes eg: where does a labradoodle fit? Identify historic research into classification and changes over time eg: 2 kingdoms to 6 kingdoms today Look at Carl Linnaeus and his use of morphology Read to discover how close some animals are to humans in evolutionary history Consider the evolution theory Darwin Research through secondary sources micro-organisms Identify a range of key questions that you want the answer to eg: Can vertebrates be classified into 2 or more groups? Could the animal kingdom be grouped in an alternative way? What is the difference between the botanic and common definition of a fruit? Do all flowering plants have seeds? Why is a slow worm not a worm? How can leaves enable me to classify trees? Which is more accurate in classification, genetics or morphology? Discuss this as possible research with a partner with the view to identifying one question each Narrow this down to one question through ensuring that your question lends itself to graphical interpretation through comparing at least 2 variables so that you can create a Venn, Bar, line and scatter. Working with a partner who may have a similar or different enquiry: Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pair and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class and to the teacher and parents of the young person Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify and describe living things and materials Identify patterns in the natural environment Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected Identify evidence to refute or support their hypothesis Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

42. YEAR 6 – DYSON- TAKE OFF- ELECTRICITY- SUMMER 2 Scientific Language and speaking and listening Electricity, electrical, electrician, electric scientific Circuit, series, parallel Component, parts, Function Voltage, power Bright/dim/ loud/ soft/ on/ off/ fast/ slow Diagram, label, represent Symbol Design, create, develop Switch, buzzer, bulb, motor, cell, wire, motor Science knowledge and understanding Build on work from Year 4 Construct a variety of series circuits for a variety of purposes Consider and answer questions about what happens when they try different components or replace different components eg: switch, bulb, buzzer, motor, fan Change one component at a time in a circuit to identify effect Design and make a set of traffic lights, a burglar alarm or other useful circuit Associate the brightness of a lamp with the number and voltage of cells within the circuit Associate the volume of a buzzer with the number and voltage of cells within the circuit Compare how components function Give reasons for variations in how components function eg: brightness of a bulb, loudness of a buzzer, on/off position of a switch Use accurate symbols to represent a simple series circuit diagram Create an accurate diagram of several series circuits for specific purposes Know the safety of working with electricity Know some of the history of Benjamin Franklin Assessment Can recognise the effect on brightness, loudness or speed when the voltage within a circuit is changed Can compare the component functions Can identify the best components for the job Can understand how the on/off switch works with a circuit Can understand the symbols represented within a series circuit Can draw accurately using symbols a series circuit Can identify errors in the circuits of others Can swap components for others in finding a new purpose for the circuit Working Scientifically Identify which circuits will work and those that will not and how to amend them Identify historic research into circuits and how electronics have changed over time Consider how there is more than one way to lay out a circuit and identify the best giving reasons why Look at the work of physicists and consider how circuit boards are mass produced Using secondary sources, explore electrical items available today that were also available in 1916 Identify a range of key questions that you want the answer to eg: Can you have more than one component besides the switch and battery within a circuit? Does the bulb continue to become brighter as you add further cells? How are humans protected from the voltage travelling to the sockets? Does it matter where a switch is placed within a circuit? Can you create a series circuit that has more than one operation eg: buzzer and light flashes together? Discuss this as possible research with a partner with the view to identifying one question each that lends itself to graphical interpretation Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pupil and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify and describe living things and materials Identify patterns in the natural environment Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected Identify evidence to refute or support their hypothesis Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time

43. YEAR 6 MISSING ELEMENT- ANIMALS-CIRCULATION, TRANSPORTATION, DIET, EXERCISE, DRUGS, LIFESTYLE Scientific Language and speaking and listening Circulation, circulatory system heart, blood, blood group, blood vessel, vein, artery, lung, pulse, wrist, minute, brain oxygenate valve, chamber, muscle, pump, push, circulate plasma, cells, oxygen, red blood cells, white blood cells nutrients, water diet, nutrition, food, calories, fat, protein, carbohydrate, minerals, vitamin, fibre exercise, physical, fitness drug, substance, abuse, legal, illegal, alcohol, prescription, lifestyle, state, condition, health blood group, blood pressure, pressure gauge transfusion, transplant medicate, medication, doctor Science knowledge and understanding Build on the learning from Year 4 in the doctor, doctor project Explore and answer questions that help them to understand how the circulatory system enables the body to function Identify the main parts of the human circulatory system Describe the functions of the heart, blood vessels and blood Name the main parts and functions of the circulatory system Recognise how diet impacts on body function Recognise how exercise impacts on body function Recognise how drugs impact on body function Recognise how lifestyle impacts on body function Describe the ways in which nutrients and water are transported in animals, including humans Explore the work of scientists and scientific research about the relationship between diet, exercise, drugs lifestyle and health Assessment Can they name the main parts of the circulatory system? Can they identify the main parts of the circulatory system on a diagram? Can they describe the functions of the heart? Can they describe the functions of the blood vessels? Can they describe the functions of the blood? Can they explain the impact of diet on the function of their body? Can they explain the impact of exercise on the function of their body? Can they explain the impact of drugs on the function of their body? Can they explain the impact of lifestyle on the functions of their body? Can they describe how nutrients are transported in the body of animals inc humans? Can they describe the way in which water is transported in the body of animals inc humans? Working Scientifically Identify current research into lifestyle and its effect on the human body Identify historic research into how blood disorders were managed eg: leaches etc Look at diagrams of body systems for transportation and circulation Consider how the body can defend itself against infection Research through secondary sources blood groups and transfusion Identify a range of key questions that you want the answer to eg: Can you receive blood from anyone in a transfusion? Can a body function if there is only one lung or a damaged heart? Are all drugs toxic to the body? What is the effect of drinking alcohol on the blood? Does a low pulse rate mean a healthy body? What does a blood pressure gauge measure? Discuss this as possible research with a partner with the view to identifying one question each Narrow this down to one question through ensuring that your question lends itself to graphical interpretation through comparing at least 2 variables so that you can create a Venn, Bar, line and scatter. Working with a partner who may have a similar or different enquiry: Identify any research that refutes or supports your argument/ statement/ enquiry Plan exactly how you will gather the evidence and measures required fairly and in a controlled manner Identify the best tools for measuring with accuracy Identify the best approach to recording the data gathered Make a prediction after every set of data taken and analysed and comment on your findings and next prediction based on this evidence Compare your findings to that of another pair and see if they are the same or different Consider the growing evidence at the half way point of your study Consider any additional information that might help you with the enquiry Consider how you will best present the findings of your research to the class and to the teacher and parents of the young person Notes and Guidance: Use science experiences to explore ideas Raise different kinds of questions Select and plan the most appropriate scientific enquiry in order to answer a scientific question Recognise when and how to set up comparative and fair tests Explain which variables need to be controlled and why Develop keys and records of information to classify and describe living things and materials Identify patterns in the natural environment Make own decisions about what to observe Make own decisions about what measurements to use, how long to make them for and whether to repeat them Chose the most appropriate equipment to make measurements Explain how to take the measurements and their purpose with clarity Decide how to record the data from a range of familiar approaches Look for different causal relationships in the data collected Identify evidence to refute or support their hypothesis Use their results to identify whether further tests and observations might be needed Recognise what secondary sources will be most useful to research their ideas and separate fact from opinion Use relevant scientific language to discuss, communicate and justify Talk about how scientific ideas have changed over time