Year 5 Science National Curriculum - Statutory Content PDF

Science National Curriculum – Statutory Content Year 5 The national curriculum for science aims to ensure that all pupils: ▪ develop scientific knowledge and conceptual understanding through the specific dis...

Science National Curriculum – Statutory Content Year 5 The national curriculum for science aims to ensure that all pupils: ▪ develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics ▪ develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them ▪ are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. Year 5 - Statutory Programmes of Study Working Scientifically Living Things and Animals Properties and Changes of Materials Earth and Space Forces their Habitats Including Humans During years 5 and 6, pupils should be taught to Pupils should be taught Pupils should be taught Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: use the following practical scientific methods, to: to: processes and skills through the teaching of the ▪ compare and group together everyday ▪ describe the movement ▪ explain that unsupported programme of study content: ▪ describe the ▪ describe the changes materials on the basis of their properties, of the Earth, and other objects fall towards the differences in the life as humans develop to including their hardness, solubility, planets, relative to the Earth because of the ▪ planning different types of scientific enquiries cycles of a mammal, an old age. transparency, conductivity (electrical and Sun in the solar system force of gravity acting to answer questions, including recognising amphibian, an insect thermal), and response to magnets between the Earth and and controlling variables where necessary and a bird ▪ describe the movement the falling object ▪ know that some materials will dissolve in liquid of the Moon relative to ▪ taking measurements, using a range of ▪ describe the life to form a solution, and describe how to recover the Earth ▪ identify the effects of air scientific equipment, with increasing process of Guidance (non- a substance from a solution resistance, water accuracy and precision, taking repeat reproduction in some statutory) ▪ describe the Sun, Earth resistance and friction, readings when appropriate plants and animals. Pupils could draw a ▪ use knowledge of solids, liquids and gases to and Moon as that act between moving timeline to indicate decide how mixtures might be separated, approximately surfaces ▪ recording data and results of increasing stages in the growth including through filtering, sieving and spherical bodies complexity using scientific diagrams and labels, classification keys, tables, scatter and development of evaporating ▪ recognise that some graphs, bar and line graphs humans. They should ▪ use the idea of the mechanisms, including learn about the changes ▪ give reasons, based on evidence from Earth’s rotation to levers, pulleys and gears, ▪ using test results to make predictions to set experienced in puberty. comparative and fair tests, for the particular explain day and night allow a smaller force to up further comparative and fair tests uses of everyday materials, including metals, and the apparent have a greater effect. Pupils could work wood and plastic movement of the sun ▪ reporting and presenting findings from scientifically by across the sky. enquiries, including conclusions, causal researching the ▪ demonstrate that dissolving, mixing and relationships and explanations of and degree gestation periods of changes of state are reversible changes of trust in results, in oral and written forms other animals and such as displays and other presentations comparing them with ▪ explain that some changes result in the humans; by finding out formation of new materials, and that this kind ▪ identifying scientific evidence that has been and recording the of change is not usually reversible, including used to support or refute ideas or arguments. length and mass of a changes associated with burning and the action baby as it grows. of acid on bicarbonate of soda.