Science

We begin Year 5 with the study of basic laboratory skills, safety in science and the principles of scientific enquiry. This readies pupils for the rigour of working within a new scientific environment and allows them to develop the skills they will need for completing practical lessons as the term progresses. 

As we progress through the Autumn term, pupils study the exciting topics of Space and forces. 

Space

This unit is the only Astronomy related science unit in the primary science curriculum. The aim is to give children a basic overview of Earth and its place in our Solar System.  The unit begins with an explanation of the earth, sun and moon as spherical bodies, exemplifies the order of the planets on our solar system and then moves on to discuss geocentric v heliocentric theories of our universe.  Following this, theories of night and day are discussed alongside movement of the moon.  

Assessment Aims:

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

Forces

In this topic children learn about forces and machines. Starting with the force of gravity, they then study friction forces, including air and water resistance, before investigating how simple machines work. 

Assessment Aims.

• 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. 

During the Spring term, pupils begin their learning of biology with the study of Life Cycles, Living things and their habitats. 

Living Things

Through this unit children learn that animals reproduce as part of their life cycle and that in every life cycle there are distinct processes and stages. They study the life cycles of various species including mammals, amphibians, insects, and birds and make comparisons. They should begin to understand how reproduction is important to the survival of the species.  
 
Following on with this unit children learn that plants reproduce as part of their life cycle and that in every life cycle there are distinct processes and stages. They should begin to understand how reproduction is important to the survival of the species.  
 
Work in this unit also offers children opportunities to relate their knowledge and understanding of science to their personal health and to consider ways in which living things need protection. 

Assessment Aims:

• Describe the differences in the life cycles of a mammal, an amphibian, an insect, and a bird.  
• Describe the life process of reproduction in some animals. 
• Describe the life process of reproduction in some plants.  

As we finish the year, pupils tackle the chemistry topic of Properties of materials and finish with the important study of the human life cycle. 

Properties of materials.

In this unit, pupils learn about materials and how they change. First, they test the properties of materials and then extend their knowledge of the range of materials we use and of the properties that characterise them. This knowledge should help them recognise what needs to be considered when a material is chosen for a particular use.  

Assessment Aims:

• Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal). 
• Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. 
• Know that some materials will dissolve in liquid to form a solution. 

The human life cycle.

Children will learn about the life cycle of a human being. They will investigate the development of babies and compare the gestation period of humans and other animals. They will learn about the changes experienced during puberty and why these occur. The final investigation will be about the changes to the body as humans get older, as well as comparing the life expectancy of different animals.  

Assessment Aim: 

Describe the changes as humans develop to old age.

As pupils enter Year 6, they continue with their study of materials and complement their physics knowledge with the fundamental topics of Electricity and Light.

Changing Materials.

In this unit, pupils learn about materials and how they change. Pupils are introduced to the use of Bunsen burner. Children consolidate their ideas about changes of state which can be reversed. And use their understanding to explain a range of familiar phenomena. They revisit work on evaporation and condensation. The unit then moves on to consolidate and extend pupils understanding of separating mixtures and what happens when a variety of solids dissolve. This unit brings together and consolidates work that children have done before on reversible changes e.g. melting, freezing, evaporating, dissolving, condensing, introduces burning as a change that cannot be reversed and, like other irreversible changes, produces new materials. It begins with introducing them to a range of irreversible changes including vinegar and sodium bicarbonate. Pupils then look at burning (including the safety) of this irreversible change.  

Assessment Aims

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

Electricity

In this unit pupils will learn to construct circuits, incorporating batteries and switches, to make electrical devices work. They will also learn how changing the voltage in a series circuit can make bulbs brighter or dimmer.  
This unit is designed to revise concepts to which children have been introduced in Year 4. The unit consolidates children’s knowledge of materials, which are electrical conductors, extends understanding of ways in which the brightness of bulbs or speed of motors in a circuit can be changed and develops children’s understanding of the value of using conventional symbols for communication.   
Work in this unit also offers opportunities for relating knowledge and understanding of electricity to familiar phenomena.   

Assessment Aims

• 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.  

Light

This unit teaches pupils about light, how we see, shadows, reflection and refraction. The children will learn how light travels and how this enables us to see objects. They will demonstrate their knowledge by making and starring in their own television programme. The children will have the opportunity to make a functioning periscope, finding out about mirrors and the angles of reflection and incidence. They will work scientifically and collaboratively to investigate refraction, carrying out some fascinating experiments into the effects of bending light. Furthermore, they will have chance to predict what will happen in an exciting investigation into the visible spectrum. Additionally, they will learn about Isaac Newton and his theory of light and colour, performing a shadow puppet play about his discoveries and ideas. 

Assessment Aims

• 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.  

During the Spring term, pupils expand on their biological knowledge in preparation for KS3 with the study of healthy lifestyles and the digestive and circulatory systems. 

Digestion and Circulation

This unit helps children to learn that there are many aspects to keeping healthy. The unit begins with looking at the importance of diet including the main food groups and the ‘five a day’ campaign. Children learn about the basic components of the circulatory and digestive systems and how they work to transport oxygen, water, and nutrients around the body.  The unit then moves onto drugs including smoking and finally briefly looks at exercise as part of a healthy lifestyle. 
Work in this unit also offers opportunities for children to find out how early scientific ideas about diet and health were tested. It helps them to use knowledge and understanding of science to explain and interpret phenomena related to their personal health.  

Assessment Aims

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

As we complete the year, pupils move on to study the exciting and broad topics of Classification, Evolution and Inheritance. 

Classification of Species

During this unit pupils will build on their learning during Year 4 by looking at the classification system in more detail. They will be introduced to the idea that broad groupings such as micro-organisms, plants and animals can be subdivided. Using their direct observations they will classify animals into commonly found vertebrates and invertebrates and discuss and explain why things are placed into one group and not another.   

Assessment Aims

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

Evolution and Inheritance. 

Building on what they learned about fossils in the topic on rocks in year 3, pupils should find out more about how living things on earth have changed over time. They should be introduced to the idea that characteristics are passed from parents to their offspring, for instance by considering different breeds of dogs, and what happens when, for example, Labradors are crossed with poodles. They should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments, for example, by exploring how giraffes’ necks got longer, or the development of insulating fur on the arctic fox.

Assessment Aims

• 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 identical to their parents. 
• Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.  

Pupils start their KS3 journey in science, learning about the fundamental aspects of Chemistry. They begin with Particle Theory, begin to learn about Elements, compounds and mixtures and start to consider chemical reactions and Acids and alkalis.

Particle Theory

In this unit pupils are introduced to the idea how the particle model can be used to explain differences between solids, liquids and gases and explore how experimental evidence relates to theories and models. The unit teaches about explanations of change of state and pressure.  

Assessment Aims

• Can explain the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure. 
• Can explain changes of state in terms of the particle model. 
• Can explain diffusion in terms of the particle model . 
• Can explain conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving. 
• Can identify similarities and differences - including density differences - between solids, liquids and gases.  
• Can describe Brownian motion in gases. 
• Can explain that diffusion in liquids and gases are driven by differences in concentration (physics objective).  
• Can describe the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density, the anomaly of ice-water transition. 

Elements and Compounds

This unit first introduces pupils to the periodic table and that the huge range of materials is made from a relatively small number of elements. Pupils learn that each element is composed of one sort of atom only and they explore the characteristics of some elements. Pupils are then introduced to compounds. They are taught the difference between elements and compounds and how they are represented by symbols and formulae. Pupils should recognise chemical change as a process in which atoms join together in new ways.

Assessment Aims

• Can explain a simple (Dalton) atomic model. 
• Can explain differences between atoms, elements and compounds. 
• Can use chemical symbols and formulae for elements and compounds.

Chemical Reactions

In this unit pupils are introduced to the idea that a colour or a temperature change can indicate that a chemical reaction has taken place. They are introduced to the fact that chemical change results in new substances that are different from the ones from which they were made. They explore some simple chemical reactions of acids in which a gas is made and explore burning as a chemical reaction involving a gas, air or oxygen. Pupils work with gases to understand that gases are real materials and begin to use word equations as shorthand descriptions of reactions.

Assessment Aims

• Can explain conservation of mass changes of state and chemical reactions. 
• Can explain chemical reactions as the rearrangement of atoms. 
• Can represent chemical reactions using formulae and using equations.
• Can explain the difference between chemical and physical changes.

Acids and Alkalis. 

In this unit pupils learn about acids and alkalis as classes of chemicals with distinct properties and uses. They use indicators to classify solutions as acidic, alkaline or neutral and use the pH scale to compare the acidity and alkalinity of different solutions. Pupils then begin to explore neutralisation and antacid tablets.

Assessment Aims

• Can define acids and alkalis in terms of neutralisation reactions. 
• Can use the pH scale to measure acidity/alkalinity, and indicators. 

During the Spring Term, pupils develop their biological knowledge by learning about Cells and body systems and the fundamentals of animal and plant reproduction. 

Cells and Body Systems

In this unit pupils first learn about the key principle that the cells are the basic units of life. Pupils then begin to explore cell structure and differences between plant and animal cells and learn about some functions of cells. They deepen their knowledge of cells by investigating specialised cells and unicellular organisms. 

Pupils then learn about the structure of the human body. They are reminded of the 9 life processes and begin to relate the structure of the human body to carrying out these life processes. They are introduced to organ systems, the organs that make up these systems, the tissues that form the organs and finally the cells that form the tissues. The key principle is that the cells are the basic units of life. Other animals are briefly discussed, as well as plants.  

Assessment Aims

• Can recognise cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope. 
• Can explain the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts. 
• Can explain the similarities and differences between plant and animal cells. 
• Can understand the role of diffusion in the movement of materials in and between cells. 
• Can identify the structural adaptations of some unicellular organisms. 
• Can explain the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms. 

Reproduction

In this unit pupils first are introduced to the vocabulary involved with animal reproduction and compare reproductive patterns in other animals with those in humans whilst being aware of how puberty is necessary for humans to begin to reproduce. Pupils then look in detail at the structure of both the male and female reproductive systems. The unit moves onto sexual intercourse, fertilisation and the issues that surround them. Pregnancy is then discussed, along with birth and the care of a new - born. The menstrual cycle and contraception are discussed. Finally the unit ends with work on reproduction in plants.  

Assessment Aims

• Can explain reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta. 
• Can explain reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms. 

To complete the school year, pupils build on their learning from Year 5, learning in more depth about Forces. They then use their knowledge of forces and body systems to study the human muscular and skeletal system. 

Forces

In this unit pupils consolidate and build on their concept of force and its measurement. They identify the origin of friction, air resistance, upthrust and weight and pressure in solids and describe situations in which these forces act and identifying situations in which forces are balanced and unbalanced. Pupils continue their learning with simple machines, moments and magnetism and consider Hooke’s Law as a special case of force extension linear relation. This knowledge is developed by the use of a significant investigation. The unit ends with teaching about the concept of speed and distance/time graphs. 

Assessment Aims

• Can use the quantitative relationship between average speed, distance and time (speed = distance ÷ time). 
• Can understand the representation of a journey on a distance-time graph. 
• Can describe forces as pushes or pulls, arising from the interaction between two objects. 
• Can use force arrows in diagrams, adding forces in one dimension, balanced and unbalanced forces. 
• Can understand the forces associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water. 
• Can recognise that force is measured in newtons. 
• Can explain non-contact forces: gravity forces acting at a distance on Earth and in space.  
• Can explain opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface. 
• Can explain that forces are needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only). 
• Can explain change depending on direction of force and its size.  
• Can understand that simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged  
• Can describe a moment as the turning effect of a force  
• Can describe measurements of stretch or compression as force is changed and force-extension linear relation; Hooke’s Law as a special case   
• Can understand forces between magnets  

Skeletal and Muscular System. 

This unit extends pupils previous understanding of skeletons to find out more about their functions in the body, learning scientific names for bones in the body.  Some higher ability pupils will start to make links with bone shape, size and position to their functions in the body. Joints and muscles will be introduced. 

Assessment Aims

• Can explain the structure and functions of the human skeleton, to include support, protection, movement and making blood cells. 
• Can understand biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscle. 

Pupils continue with their KS3 journey in science by building on the Year 6 topics of Healthy Lifestyles, Digestion, and the Respiratory system. They complement this with the study of photosynthesis, respiration, food webs and ecosystems. 

Healthy Lifestyles and Digestion.

This unit first introduces pupils to the seven main food groups and how they can be combined to produce a balanced diet. The digestion system is modelled and pupils are shown how food is broken down by digestion so it can be used by the body, for energy, growth and repair.  Pupils then investigate the role of enzymes and bacteria in digestion.  Pupils then consider the impact of drugs and alcohol on health. 

Assessment Aims

• Can perform calculations of energy requirements in a healthy daily diet.  
• Can explain the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases. 
• Can identify the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts). 
• Can explain the importance of bacteria in the human digestive system. 
• Can explain the effects of recreational drugs (including substance misuse) on behaviour, health and life processes. 

Respiratory System

In this unit pupils are introduced to the structure and functions of the gas exchange system in humans, including adaptation to function. They consider the mechanism of breathing and also the impact of exercise, asthma and smoking on the gas exchange system.  

Assessment Aims

• Can explain the structure and functions of the gas exchange system in humans, including adaptations to function. 
• Can understand the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume. 
• Can describe the impact of exercise, asthma and smoking on the human gas exchange system. 

Ecosystem Processes. 

Pupils first learn about photosynthesis and the adaptations of the plant to carry this out. They then are introduced to the respiration equation and are taught how cells in animals and plants release energy and that the process of respiration is similar in all cells. Food chains and webs are then covered and developed, and ecosystems considered.

• Can explain that plants make carbohydrates in their leaves by photosynthesis and gain mineral nutrients and water from the soil via their roots. 
• Can state the reactants in, and products of, photosynthesis, and a word summary for photosynthesis. 
• Can write a word summary for aerobic respiration.  
• Can write a word summary for anaerobic respiration. 
• Can explain the differences between aerobic and anaerobic respiration in terms of the reactants and the products formed.  
• Can describe the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops. 
• Can explain how organisms affect, and are affected by, their environment, including the accumulation of toxic materials. 

As pupils enter the spring term, they complete their chemistry learning by developing skills in separating techniques and deepening their understanding of chemical reactions including metals and acids and displacement reactions.

Periodic Table

This unit first revises the introduction to the periodic table and atoms, elements and compounds from work in year 7. Pupils then investigate how the periodic table is structured. They are taught about Mendeleev’s work and how the table is organised into metals and non-metals and groups and periods. 
Pupils then are introduced to specific groups; group 1, groups 7 and group 0. They explore these groups, looking at how they are ordered including their reactivity. 

Assessment aims

• Can explain the varying physical and chemical properties of different elements.  
• Can understand the principles underpinning the Mendeleev Periodic Table.  
• Can recognise the Periodic Table: periods and groups; metals and non-metals.  
• Can recognise how patterns in reactions can be predicted with reference to the Periodic Table.  
• Can explain the properties of metals and non-metals. 

Separating Techniques

In this unit pupils extend their knowledge of dissolving and the separation of the components of a solution and relate this to particle theory. They begin to distinguish between a ‘pure’ substance and a mixture and apply the particle model of solids, liquids and gases in a range of contexts.

Assessment Aims

• Can explain the concept of a pure substance. 
• Can identify mixtures, including dissolving. 
• Can explain simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography.  
• Can explain the identification of pure substances.  

Metals and Acids

This unit first teaches pupils that although metals react in a similar way with oxygen, water and acids, some react more readily than others. The reactivity series for metals is established and used. Pupils practise representing chemical reactions by word and/or symbol equations. They then are introduced to displacement reactions and use the reactivity series to make predictions.

Assessment Aims

• Can recognise the reactions of acids with metals with to produce a salt plus hydrogen.
• Can explain the order of metals and carbon in the reactivity series.

Pupils complete the year with a focus on Physics. Building on the study of electricity from Year 6, pupils deepen their understanding of circuits, resistance, and statics. They then use this knowledge to investigate electromagnetism. 

Electricity and Magnetism

In this topic pupils will start to see how electricity works by looking closely at different types of circuits and how we measure electricity. Most pupils will be able to select and use appropriate equipment to investigate circuits which include cells, bulbs and switches; measure current; identify patterns in their results and draw conclusions about series and parallel circuits; describe hazards associated with electricity and how to deal with them. Some higher ability pupils will carry out systematic investigations of series and parallel circuits to obtain sufficient evidence to draw conclusions.   
Pupils will use this learning to then consider potential difference and resistance, carrying out an assessed practical on resistance.  
They will then complete work on magnetism and static electricity, looking closely at magnetic poles, magnetic fields and the earths magnetism. The unit will finish by applying the principles of magnetism to their learning in electricity, whereby they will start to understand how DC motors work and build and use their own electromagnet. 

Assessment Aims

• Can describe electric current: measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge.  
• Can describe potential difference: measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference to current. 
• Cn describe differences in resistance between conducting and insulating components.  
• Can describe the separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects. 
• Can describe the idea of electric field, forces acting across the space between objects not in contact. 
• Can understand magnetic poles, attraction, and repulsion 
• Can plot magnetic fields and represent with field lines 
• Can describe earths magnetism and how to use a compass to navigate 
• Can describe the magnetic effect of a current, electromagnets and the principles of DC motors.