Knowledge

Physics – Light and Electricity

• Recognise that light appears to travel in straight lines.
• Use the idea that light travels in straight lines 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 light sources to our eyes or from light sources to objects and then to our eyes.
• Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
• Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
• Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
• Use recognised symbols when representing a simple circuit in a diagram.

Biology – Animals, Including Humans

• Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
• Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
• Describe the ways in which nutrients and water are transported within animals, including humans

Biology – Living Things and Their Habitats

• Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.
• Give reasons for classifying plants and animals based on specific characteristics.

Biology – Evolution and Inheritance

• Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
• Recognise that living things produce offspring of the same kind, but normally offspring vary and are not iden-tical to their parents
• Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Working Scientifically

Plan

• Plan different types of scientific enquiries to answer questions, including recognising and controlling varia-bles where necessary

Do

• Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking re-peat readings where appropriate
• Record data and results of increasing complexity using scientific diagrams and labels, classification keys, ta-bles, scatter graphs, bar and line graphs

Review

• Report and present 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
• Use test results to make predictions to set up further comparative and fair tests
• Identifying scientific evidence that has been used to support or refute ideas or arguments

Investigation/Experiments

• Creating the Scariest Shadow - How can you make the largest shadow by altering the distance of an object from a light source?
• Design a Pressure Switch to catch a burglar - Pupils use their circuit building knowledge to design a pressure switch that will light a buzzer when the circuit is closed.
• Where do Dog Breeds come from - Pupils look at how dogs have been bred to have characteristics to fulfil different roles.
• Sugar Investigation - Pupils investigate how the teachers react to cutting sugar from their diet entirely.
• Darwin’s Birds - Pupils investigate the Galapagos Island Finches and devise reasons for why their beaks have developed to be different.