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Long Term Forecast SCIENCE Autumn Term 2016 Lower Key Stage 2 Spring Term 2017 2016-17 Summer Term 2017 Pupils should be taught about: WORKING SCIENTIFICALLY During years 3 and 4, pupil should be taught to use the following practical scientific methods, processes and skills through the teaching of the programmes of study content: Asking relevant questions and using different types of scientific enquiries to answer them 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 Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions Recording findings and 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 Identifying differences, similarities or changes related to simple scientific ideas and processes Using straightforward scientific evidence to answer questions or to support their findings Seasonal Changes to be taught throughout the year observe seasonal changes throughout the year including sunlight, weather and make links with plants, trees and animals Class 6,7,8 Animals including Light Animals including Plants Rocks Forces and Magnets To follow humans humans year 3 during Health and Nutrition Recognise that Movement Identify and Compare and Compare how this academic they need light in describe the functions group together things move on year order to see things and of different parts of different kinds of different surfaces Identify that Identify that animals, inc humans, that dark is the humans and some flowering plants: rocks on the basis of Notice that Class 6 need the right types absence of light other animals have roots, stem/trunk, their appearance and some and amount of skeletons and muscles leaves and flowers simple physical forces need contact Notice that nutrition, and that for support, protection properties light between two objects, Explore the they cannot make and movement is reflected from requirements of plants but magnetic forces Describe in their own food; they surfaces for life and growth simple can act at a distance get nutrition form (air, light, water, terms how fossils are Recognise that Observe how what they eat nutrients from soil and formed when things light form the sun can magnets attract or room to grow) and that have lived are be dangerous and that repel each some how they vary from trapped within rocks there are ways to materials and not plant to plant protect their eyes Recognise that others solids are made form Recognise that Compare and rocks and organic shadows are formed group together a matter when the light from a variety of everyday source is blocked by a materials on the basis solid object of whether they are Class 7 Year 3/4 Animals including Light humans Health and Nutrition Recognise that they need light in order to see things and Identify that animals, inc humans, that dark is the need the right types absence of light and amount of Notice that nutrition, and that light they cannot make is reflected from their own food; they surfaces get nutrition form Recognise that what they eat light form the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a source is blocked by a solid object Animals including humans Movement Identify that humans and some other animals have skeletons and muscles for support, protection and movement Plants Forces and Magnets Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Explore the requirements of plants for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant Compare how things move on different surfaces Notice that some forces need contact between two objects, but magnetic forces can act at a distance Observe how magnets attract or repel each some materials and not others Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials Describe magnets as having two poles attracted to a magnet, and identify some magnetic materials Describe magnets as having two poles Predict whether magnets will attract or repel each other, depending on which poles are facing Rocks Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rocks Recognise that solids are made form rocks and organic matter Class 8 Year 4 Forces and Magnets Rocks Light Plants Compare how things move on different surfaces Notice that some forces need contact between two objects, but magnetic forces can act at a distance Observe how magnets attract or repel each some materials and not others Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials Describe magnets as having two poles Predict whether magnets will attract or repel each other, depending on which poles are facing Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rocks Recognise that solids are made form rocks and organic matter Recognise that they need light in order to see things and that dark is the absence of light Notice that light is reflected from surfaces Recognise that light form the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a source is blocked by a solid object Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Explore the requirements of plants for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant Predict whether magnets will attract or repel each other, depending on which poles are facing Animals including humans Health and Nutrition Identify that animals, inc humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition form what they eat Animals including humans Movement Identify that humans and some other animals have skeletons and muscles for support, protection and movement