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Science - KS2 - Year 3 / 4

Autumn Term Spring Term Summer Term


Blood and Bandages (Egypt)


Mountain Mayhem


Staying Alive


Working Scientifically
  • asking relevant questions and using different types of scientific enquiries to answer them  setting up simple practical enquiries, comparative and fair tests 
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units,
  • using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings.
CYCLE B (2015/16)

Autumn Term


  • describe the simple functions of the basic parts of the digestive system in humans
  • identify the different types of teeth in humans and their simple functions
  • construct and interpret a variety of food chains, identifying producers, predators and prey.
Summer Term

Animals, skeletons, nutrition.

  • Classify living things.
  • Food chains.
    • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat  identify that humans and some other animals have skeletons and muscles for support, protection and movement.
    • recognise that living things can be grouped in a variety of ways
    • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
    • recognise that environments can change and that this can sometimes pose dangers to living things.
    • construct and interpret a variety of food chains, identifying producers, predators and prey.


Spring Term

Classification of rocks.

  • Fossilisation.
    • compare and group together different kinds of rocks on the basis of their appearance and simple physical properties 
    • describe in simple terms how fossils are formed when things that have lived are trapped within rock 
    • recognise that soils are made from rocks and organic matter.
Autumn Term



  • compare how things move on different surfaces 
  • notice that some forces need contact between two objects, but magnetic forces can act at a distance 
  • observe how magnets attract or repel each other and attract some materials and not others 
  • compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials 
  • describe magnets as having two poles 
  • predict whether two magnets will attract or repel each other, depending on which poles are facing.


Spring Term

Sound as vibrations


  • identify how sounds are made, associating some of them with something vibrating  recognise that vibrations from sounds travel through a medium to the ear 
  • find patterns between the pitch of a sound and features of the object that produced it  find patterns between the volume of a sound and the strength of the vibrations that produced it 
  • recognise that sounds get fainter as the distance from the sound source increases.