Years 5 and 6: Working Scientifically
Working scientifically is taught through the Science content. Teachers enable pupils to develop a deeper understanding of a wide range of scientific ideas. Pupils encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They begin to recognise that scientific ideas change and develop over time. Pupils are encouraged to select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Following their investigating, pupils draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
Year 6 Rationale
Biology: Evolution and Inheritance
After learning about fossils in Year 3, pupils will find out more about how living things on earth and how they have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. They recognise that living things produce offspring of the same kind, but are not identical to their parents. Through research, exploring and observations, pupils will identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Building on from there learning of Light and Shadows in Year 3, pupils will 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. They know this happens because light travels from a light source to our eyes or from the light source to objects and then to our eyes. Pupils will use this information to explain why shadows take on the same shape as the objects. Pupils will work practically in order for them to predict, observe and answer questions in relation to light.
Biology: Animals including Humans
Moving on from Years 3 and 4, pupils in year 6 will mainly focus on the circulatory system. Pupils will identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. Through research, they recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. They describe the ways in which nutrients and water are transported within animals, including humans.
Biology: Living Things and their Habitats
After classifying in year 4 and looking at life cycles in year 5, pupils will be able to describe and give reasons on 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. They will understand that these broad groupings can be sub-divided and will be able to give reasons why living things are placed in one group and not another. Pupils will use secondary sources to find out about the significance of the work of a famous scientist (Carl Linnaeus). They will demonstrate their understanding of the unit by producing a written non-chronological report.
Summer 1 and 2
To ensure pupils are ready for the current and static electricity unit in Key Stage 3, they will associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. They will 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. Pupils will be confident in using the recognised scientific symbols used in a simple circuit.