May the force be with you!

• To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object by identifying forces acting on objects.
• To identify the effects of air resistance, water resistance and friction by identifying forces acting on objects.
• To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object by measuring the force of gravity pulling on objects.
• To identify the effects of air resistance by investigating the best parachute to slow a person down.
• To identify the effects of water resistance by creating and racing streamlined boats.
• To identify the effects of friction by investigating brakes.
• To recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect by exploring and designing a simple mechanism.

What is stuff?

• To compare and group together everyday materials on the basis of their properties, including their hardness, transparency and response to magnets by sorting and classifying materials according to their properties
• To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic by investigating thermal conductors and insulators.
• To compare and group together everyday materials on the basis of their thermal conductivity by investigating thermal conductors and insulators.
• To compare and group together everyday materials on the basis of their electrical conductivity by investigating the best electrical conductors.
• To know that some materials will dissolve in liquid to form a solution by investigating dissolving.
• To compare and group together everyday materials on the basis of their solubility by investigating dissolving.
• To use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating by separating different mixtures.
• To demonstrate that dissolving, mixing and changes of state are reversible changes by separating different mixtures.
• To describe how to recover a substance from a solution by separating different mixtures.
• To 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 by identifying and observing irreversible chemical changes.

Growing up

• Describe the changes as humans develop to old age by drawing a timeline to indicate stages in the growth and development of humans.
• Describe the changes as humans develop to old age in the context of the development of babies in their first year.
• Record data and results of increasing complexity using bar and line graphs in the context of the growth of babies in height and/or weight during their first year after birth.
• Describe the changes as humans develop to old age by comparing the changes that take place to boys and girls during puberty.
• Describe the changes as humans develop to old age by understanding the changes that take place in old age.
• Report findings from enquiries, including oral and written explanations of results in the context of the gestation period for animals.
• Record data and results of increasing complexity using bar and line graphs, and models in the context of comparing gestation periods and life expectancies of animals.
• Reporting and presenting findings from enquiries, including causal relationships by analysing data on gestation periods and life expectancies of animals.

Circle of life

• To describe the life process of reproduction in some plants and animals by exploring sexual reproduction in plants.
• To describe the life cycle of a mammal by exploring the life cycles of mammals in different habitats.
• To describe the life process of reproduction in some plants and animals by describing sexual reproduction in mammals.
• To describe the life process of reproduction in some plants and animals by exploring Jane Goodall’s work with chimpanzees.
• To describe the differences in the life cycles of an amphibian and an insect by exploring complete and incomplete metamorphosis.
• To describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird by describing and comparing different life cycles, including birds.

To infinity and beyond!

• Describing the Sun, Earth and Moon as approximately spherical bodies by understanding how this knowledge has been attained.
• Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of how ideas changed from a flat earth view.
• Describing the movement of the Earth, and other planets, relative to the Sun in the solar system by learning the order of the plants and how they move in the solar system.
• Describing the movement of the Earth, and other planets, relative to the Sun in the solar system by examining the geocentric and heliocentric theories.
• Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the shift from heliocentric models of the solar system to geocentric models.
• Using the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky by examining why the sun appears to move and the arguments for the Earth’s rotation.
• Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the evidence for the Earth’s rotation.
• Using the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky by predicting night and day in different places on Earth.
• Reporting and presenting findings from enquiries, including conclusions, in oral and written forms such as displays and other presentations in the context of investigating night and day.
• Describing the movement of the Moon relative to the Earth by explaining how the Moon orbits the Earth.

Intriguing inventors

• To identify scientific evidence that has been used to support or refute ideas or arguments in the context of how CSI technicians use evidence to solve crimes.
• To use knowledge of solids, liquids and gases to decide how mixtures might be separated in the context of using chromatography to solve a ‘crime’.
• To describe how scientific ideas have changed over time in the context of Margaret Hamilton’s development of the software for the Apollo Moon missions.
• To describe the movement of the Earth, and other planets, relative to the Sun in the solar system in the context of classifying and ordering planets based on their sizes, surface and orbits.
•  To describe the life process of reproduction in some plants and animals in the context of Eva Crane’s research into the life cycle of bees.
• To 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 in the context of finding materials appropriate for a particular use
• To plan different types of scientific enquiries to answer questions in the context of checking the accuracy of the proportions described in da Vinci’s Vitruvian Man.
• To use test results to make predictions in the context of making predictions about height and length based on their results about the proportions of the human body.
• To identify scientific evidence that has been used to support or refute ideas in the context of the theories surrounding the alignment of the stones at Stonehenge.