England

Working scientifically

• Asking relevant questions and using different types of scientific enquiries to answer them

  • Solve problems using magnets (4-X.1)

• Setting up simple practical enquiries, comparative and fair tests

• Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

  • Read a thermometer (4-T.1)
  • Compare temperatures on thermometers (4-T.2)
  • Choose units of time (4-Y.1)
  • Choose units of distance (4-Y.2)
  • Abbreviate time and length units (4-Y.3)
  • Abbreviate mass and volume units (4-Y.4)

• Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

• Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables

• Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

• Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

  • Solve problems using magnets (4-X.1)
  • Evaluate multiple design solutions to prevent flooding (4-X.3)

• Identifying differences, similarities or changes related to simple scientific ideas and processes

• Using straightforward scientific evidence to answer questions or to support their findings

  • Find evidence of changes to Earth's surface (4-V.3)
  • What affects traits? Use observations to support a hypothesis (5-P.1)

Living things and their habitats

• Recognise that living things can be grouped in a variety of ways

  • Identify plants and animals (4-J.2)
  • Identify mammals, birds, fish, reptiles and amphibians (4-J.3)
  • Identify vertebrates and invertebrates (4-J.4)
  • Use evidence to classify mammals, birds, fish, reptiles and amphibians (5-K.3)
  • Use evidence to classify animals (5-K.4)

• Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

• Recognise that environments can change and that this can sometimes pose dangers to living things

  • Benefits of group behaviour: North American caribou (4-K.5)

Animals, including humans

• Describe the simple functions of the basic parts of the digestive system in humans

  • Body systems: digestion (5-M.3)

• Identify the different types of teeth in humans and their simple functions

• Construct and interpret a variety of food chains, identifying producers, predators and prey

  • Identify roles in food chains (4-Q.3)
  • How does matter move in food chains? (4-Q.4)

States of matter

• Compare and group materials together, according to whether they are solids, liquids or gases

  • Classify matter as solid, liquid or gas (4-B.1)
  • Identify solids, liquids and gases (4-B.2)
  • Sort solids, liquids and gases (4-B.3)

• Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

  • Change of state diagrams: solid, liquid and gas (4-C.1)
  • Heating, cooling and changes of state (4-C.2)

• Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

  • Label parts of water cycle diagrams (4-U.1)
  • Select parts of water cycle diagrams (4-U.2)

Sound

• Identify how sounds are made, associating some of them with something vibrating

• Recognise 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 produced it

• Find patterns between the volume of a sound and the strength of the vibrations that produced it

• Recognise that sounds get fainter as the distance from the sound source increases

Electricity

• Identify common appliances that run on electricity

  • Electric circuits (5-I.2)

• Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

  • Electric circuits (5-I.2)

• Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

  • Electric circuits (5-I.2)

• Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

  • Electric circuits (5-I.2)

• Recognise some common conductors and insulators, and associate metals with being good conductors

  • Conductors and insulators (4-H.3)