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Year 5

Science Planning Knowledge Content, and Working Scientifically Skills

In Year 5 pupils should be taught

 

Code

Living Things and their Habitats

LTH1

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

LTH2

describe the life process of reproduction in some plants and animals.

 

Animals including Humans

AH1

describe the changes as humans develop to old age.

 

Properties and Changes of Materials

PCM1

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

PCM2

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

PCM3

use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

PCM4

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

PCM5

demonstrate that dissolving, mixing and changes of state are reversible changes

PCM6

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.

 

Earth and Space

ES1

describe the movement of the Earth, and other planets, relative to the Sun in the solar system

ES2

describe the movement of the Moon relative to the Earth

ES3

describe the Sun, Earth and Moon as approximately spherical bodies

ES4

use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

 

Forces

F1

explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

F2

identify the effects of air resistance, water resistance and friction, that act between moving surfaces

F3

recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

 

Working Scientifically

WS1

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

WS2

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

WS3

recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

WS4

using test results to make predictions to set up further comparative and fair tests

WS5

reporting and presenting 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

WS6

identifying scientific evidence that has been used to support or refute ideas or arguments.

 

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