England

Working scientifically

• Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

• Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

  • Read a thermometer (5-T.1)
  • Compare temperatures on thermometers (5-T.2)
  • Identify laboratory tools (6-W.1)

• Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

  • Understand conservation of matter using graphs (5-B.1)
  • Collect and graph temperature data (5-T.3)

• Using test results to make predictions to set up further comparative and fair tests

• Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

• Identifying scientific evidence that has been used to support or refute ideas or arguments

  • What affects traits? Use observations to support a hypothesis (5-P.1)
  • Inherited and acquired traits: use evidence to support a statement (5-P.4)

Living things and their habitats

• Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

  • Read and construct animal life cycle diagrams (5-L.1)
  • Compare animal life cycles (5-L.2)

• Describe the life process of reproduction in some plants and animals

  • Describe and construct flowering plant life cycles (5-N.4)
  • Describe and construct conifer life cycles (5-N.5)

Animals, including humans

• Describe the changes as humans develop to old age

Properties and changes of materials

• Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal) and response to magnets

  • Compare properties of objects (5-A.2)
  • Compare properties of materials (5-A.3)

• Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

• Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

  • Identify and sort solids, liquids and gases (5-C.1)
  • Identify mixtures (5-E.1)

• Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

• Demonstrate that dissolving, mixing and changes of state are reversible changes

  • Change of state diagrams: solid, liquid and gas (5-C.2)
  • Heating, cooling and changes of state (5-C.3)

• Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

  • Identify physical and chemical changes (5-D.1)
  • Compare physical and chemical changes (5-D.2)

Earth and space

• Describe the movement of the Earth, and other planets, relative to the Sun in the solar system

  • Earth’s rotation and orbit (5-V.2)

• Describe the movement of the Moon relative to the Earth

  • Identify phases of the Moon (5-V.6)

• Describe the Sun, Earth and Moon as approximately spherical bodies

• Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky

  • Day and night (5-V.3)

Forces

• Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

• Identify the effects of air resistance, water resistance and friction, that act between moving surfaces

• Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect