Working Scientifically (Key Concepts)

• Pose/select the most appropriate line of enquiry to investigate scientific questions.
• Make their own decisions about which observations to make, using test results and observations to make predictions or set up further comparative or fair tests.
• Choose the most appropriate equipment in order to take measurements, explaining how to use it accurately. Decide how long to take measurements for, checking results with additional readings with increasing independence.
• Select and plan the most suitable line of enquiry, explaining which variables need to be controlled and why, in a variety of comparative and fair tests, e.g. Bird beak investigation, heart rate and exercise investigation, electrical circuits.
• Using classification tools (keys, information records), identify and explain patterns seen in the natural environment. 
• Choose the most effective approach to record and report results, linking to mathematical knowledge.
• Using scientific diagrams, labels, classification keys, tables, bar and line graphs and models. Finding averages across data (all with increasing independence).
• Identify and explain causal relationships and identify evidence that supports or refutes their findings, selecting fact from opinion. Suggest improvements. Discuss how scientific ideas develop over time. Evaluating investigations to improve accuracy of method.

Animals including Humans

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

Evolution and Inheritance

• 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.

Living Things and their Habitats

• Describe how living things are classified into 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.

Light

• Recognise that light appears to travel in straight lines.
• Use the idea that light travels in straight lines to explain that objects are seen as 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.

Electricity

• 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.