Wales

Being curious

• Being curious and searching for answers is essential to understanding and predicting phenomena.

  • I can ask questions and use my experience to suggest simple methods of inquiry.

    • Investigate sunlight and shade (3-L.1)

  • I can recognise patterns from my observations and investigations and can communicate my findings.

  • I can use my knowledge and understanding to predict effects as part of my scientific exploration.

    • Identify magnets that attract or repel (3-E.3)

  • I can recognise that what I do, and the things I use, can have an impact on my environment and on living things.

  • I can explore relationships between living things, their habitats and their life cycles.

    • Read animal life cycle diagrams (3-G.1)
    • Construct animal life cycle diagrams (3-G.2)
    • Compare different animals' life cycles (3-G.3)
    • Read and construct flowering plant life cycle diagrams (3-H.5)
    • Pollinator: ruby-throated hummingbird (3-I.1)
    • Pollinator: Indian flying fox (3-I.2)
    • Pollinator: painted lady butterfly (3-I.3)
    • Seed disperser: Eurasian red squirrel (3-I.4)
    • Seed disperser: African elephant (3-I.5)
    • Seed disperser: common ostrich (3-I.6)
    • Benefits of group behaviour: North American caribou (3-I.7)

  • I can observe and describe ways in which materials change when they are mixed together.

    • Identify mixtures (3-C.1)

  • I can investigate different forms of energy and how it can be transferred.

  • I can explore and communicate the basic properties of light, sound, electricity and magnetism.

    • How do we use light and sound to communicate? (3)

  • I can identify things in the environment which may be harmful and can act to reduce the risks to myself and others.

Design thinking and engineering

• Design thinking and engineering offer technical and creative ways to meet society's needs and wants.

  • I can produce designs to communicate my ideas in response to particular contexts.

  • I can make design decisions, using my knowledge of materials and existing products, and suggest design improvements.

    • Evaluate multiple design solutions to prevent erosion (3-P.1)

  • I can explore how different component parts work together.

  • I can safely use a range of tools, materials and equipment to construct for a variety of reasons.

  • I have experienced using basic prototyping techniques to improve outcomes.

  • I can identify things in the environment which may be harmful and can act to reduce the risks to myself and others.

  • I can explore and describe the properties of materials and justify their uses.

    • Identify properties of an object (3-A.1)
    • Compare properties of objects (3-A.2)
    • Compare properties of materials (3-A.3)
    • Identify materials in objects (3-A.4)
    • Identify multiple materials in objects (3-A.5)
    • Types of soils (3-J.1)
    • Classify rocks and minerals by colour and shape (3-J.2)
    • Identify minerals using properties (3-J.3)
    • Identify rocks using properties (3-J.4)

The world around us

• The world around us is full of living things which depend on each other for survival.

  • I can recognise patterns from my observations and investigations and can communicate my findings.

    • Identify living and non-living things (3-F.1)
    • Identify plants and animals (3-F.2)
    • Identify mammals, birds, fish, reptiles and amphibians (3-G.4)
    • Identify animals with and without backbones (3-G.5)

  • I can use my knowledge and understanding to predict effects as part of my scientific exploration.

  • I can recognise that what I do, and the things I use, can have an impact on my environment and on living things.

  • I can explore relationships between living things, their habitats and their life cycles.

    • Read animal life cycle diagrams (3-G.1)
    • Construct animal life cycle diagrams (3-G.2)
    • Compare different animals' life cycles (3-G.3)
    • Read and construct flowering plant life cycle diagrams (3-H.5)
    • How do flowering plants make new plants? (3-H.6)
    • Pollinator: ruby-throated hummingbird (3-I.1)
    • Pollinator: Indian flying fox (3-I.2)
    • Pollinator: painted lady butterfly (3-I.3)
    • Seed disperser: Eurasian red squirrel (3-I.4)
    • Seed disperser: African elephant (3-I.5)
    • Seed disperser: common ostrich (3-I.6)
    • Benefits of group behaviour: North American caribou (3-I.7)

Matter

• Matter and the way it behaves defines our universe and shapes our lives.

  • I can recognise patterns from my observations and investigations and can communicate my findings.

  • I can use my knowledge and understanding to predict effects as part of my scientific exploration.

  • I can make design decisions, using my knowledge of materials and existing products, and suggest design improvements.

    • Evaluate multiple design solutions to prevent erosion (3-P.1)

  • I can explore and describe the properties of materials and justify their uses.

    • Identify properties of an object (3-A.1)
    • Compare properties of objects (3-A.2)
    • Compare properties of materials (3-A.3)
    • Identify materials in objects (3-A.4)
    • Identify multiple materials in objects (3-A.5)
    • Types of soils (3-J.1)
    • Classify rocks and minerals by colour and shape (3-J.2)
    • Identify minerals using properties (3-J.3)
    • Identify rocks using properties (3-J.4)

  • I can observe and describe ways in which materials change when they are mixed together.

    • Identify mixtures (3-C.1)

Forces and energy

• Forces and energy provide a foundation for understanding our universe.

  • I can recognise patterns from my observations and investigations and can communicate my findings.

  • I can use my knowledge and understanding to predict effects as part of my scientific exploration.

    • Identify magnets that attract or repel (3-E.3)

  • I can investigate different forms of energy and how it can be transferred.

    • Investigate sunlight and shade (3-L.1)

  • I can communicate the effect forces have on myself and on objects.

    • Identify pushes and pulls (3-D.1)
    • How do mass and force affect motion? (3-D.2)
    • How do magnets attract and repel each other? (3-E.2)

  • I can explore and communicate the basic properties of light, sound, electricity and magnetism.

    • More light or less light (3-B.1)
    • Investigate shadows (3-B.2)
    • What objects can a magnet pull? (3-E.1)
    • How do magnets attract and repel each other? (3-E.2)
    • Identify magnets that attract or repel (3-E.3)
    • Label magnets that attract or repel (3-E.4)
    • Investigate sunlight and shade (3-L.1)

Computation

• Computation is the foundation for our digital world.

  • I can safely use a range of tools, materials and equipment to construct for a variety of reasons.

  • I can use computational thinking techniques, through unplugged or offline activities.

  • I can create simple algorithms and am beginning to explain errors.

  • I can follow algorithms to determine their purpose and predict outcomes.

  • I am beginning to explain the importance of accurate and reliable data to ensure a desired outcome.

  • I can follow instructions to build and control a physical device.